ITMA011 - Study Guide (V1.0)

Mathematics for
Information Technology
ITMA011
Compiled by Efe Jide-Akinwale
Amended and updated by Tinie Ferreira
Quality assured by Ronald Buruuru
Edited by Isobel Coetzee
Version 1.0
NQF Level 5
Credit value: 12
July 2015 CTI EDUCATION GROUP

TABLE OF CONTENTS
Introduction ......................................................................................................... 1
Module aim ........................................................................................................... 2
Module abstract .................................................................................................... 2
Learning outcomes and assessment criteria ......................................................... 2
Summary of learning outcomes and assessment criteria ...................................... 3
Module content ..................................................................................................... 4
Lectures ............................................................................................................... 5
Class exercises and activities ............................................................................... 5
Information resources .......................................................................................... 5
Prescribed textbook ............................................................................................. 5
Prescribed textbook for Mathematics for Information Technology................................... 5
Recommended information sources ........................................................................... 5
Using this Study Guide ......................................................................................... 6
Purpose ................................................................................................................ 7
Structure .............................................................................................................. 8
Individual units .................................................................................................... 8
Glossary ............................................................................................................... 9
The use of icons .................................................................................................... 9
Alignment to prescribed textbook ...................................................................... 10
Study Guide/prescribed textbook alignment ............................................................. 10
Concluding remarks ............................................................................................ 10
UNIT 1: MATHEMATICAL SIGNS AND SYMBOLS ........................................................ 11
Learning objectives ............................................................................................ 11
Prescribed reading ............................................................................................. 11
Introduction ....................................................................................................... 11
1.1 Self-assessment Tutorial 1 .................................................................. 13
UNIT 2: FUNDAMENTAL OPERATIONS WITH NUMBERS ........................................... 15
2.1 System of Real numbers (R) ................................................................... 15
2.1.1 Natural numbers (N) ................................................................................. 15
2.1.2 Counting numbers N ................................................................................ 16
2.1.3 Integers (Z) ............................................................................................. 16
2.1.4 Rational Numbers (Q)................................................................................ 17
2.1.5 Irrational Numbers (Q) ............................................................................. 17
2.1.6 Zero ....................................................................................................... 17
2.2 Operations used on real numbers ........................................................... 18
2.3 Properties of addition and multiplication of real numbers ...................... 19
2.3.1 Commutative property............................................................................... 19
2.3.2 Associative property .................................................................................. 19
2.3.3 Distributive property ................................................................................. 19
2.4 Identity laws .......................................................................................... 20
2.4.1 Multiplication and division .......................................................................... 20
2.4.2 Addition and subtraction ............................................................................ 20
2.5 Rules of signs ......................................................................................... 20
2.5.1 Multiplication rules .................................................................................... 20
2.5.2 Addition rules ........................................................................................... 21
2.5.3 Subtraction rules ...................................................................................... 21
2.5.4 Division rules ........................................................................................... 21
2.6 BODMAS ................................................................................................. 21
2.7 Absolute values ...................................................................................... 22
UNIT 3: RATIOS AND PROPORTIONS ........................................................................ 27
Introduction ....................................................................................................... 27
3.1 Comparing ratios .................................................................................... 28
UNIT 4: PROPORTION .............................................................................................. 31
Introduction ....................................................................................................... 31
UNIT 5: PERCENTAGES ............................................................................................ 35
5.1 Percentage ............................................................................................. 35
5.2 Changing a decimal to a percentage ....................................................... 36
5.3 Changing a percent to a decimal ............................................................. 36
5.4 Finding the percentage of a given number .............................................. 36
5.5 Calculating percentage increase/decrease ............................................. 37
UNIT 6: FRACTIONS.................................................................................................. 41
6.1 Revision .................................................................................................. 42
6.1.1 What is a fraction? .................................................................................... 42
6.1.2 Equivalents .............................................................................................. 42
6.2 Operations with fractions ....................................................................... 44
6.2.2 Multiplication............................................................................................ 47
6.2.3 Division ................................................................................................... 47
6.3 Rational algebraic fractions with polynomial expressions as numerators
and/ or denominators............................................................................. 47
6.3.1 Addition and subtraction: fractions with the same (common) denominator ........ 48
6.3.2 Addition and subtraction: fractions with different denominators ....................... 48
6.3.3 Multiplication of fractions with rational expressions ........................................ 49
6.3.4 Division of fractions with rational expressions ............................................... 49
UNIT 7: EXPONENTS ................................................................................................. 53
7.1 Positive exponents ................................................................................. 53
7.2 Negative exponents ................................................................................ 53
7.3 Roots ...................................................................................................... 54
7.3.1 Expressions with roots (radicals) ................................................................. 54
7.3.2 Laws of radicals ........................................................................................ 54
7.3.3 Simplifying radicals ................................................................................... 55
7.4 Rational exponents ................................................................................. 55
7.5 General laws of exponents...................................................................... 56
7.5.1 Multiplication............................................................................................ 56
7.5.2 Division ................................................................................................... 56
7.5.3 Raising a power to a power ........................................................................ 56
7.5.4 Product raised to a power .......................................................................... 56
7.5.5 Quotient raised to a power ......................................................................... 57
7.6 Summary of exponent rules .................................................................... 57
UNIT 8: FUNDAMENTAL OPERATIONS WITH ALGEBRAIC EXPRESSIONS.................. 61
8.1 Algebraic expressions and equations ...................................................... 61
8.1.1 Expression .............................................................................................. 61
8.1.2 Equation ................................................................................................. 62
8.2 Terms and polynomials ........................................................................... 62
8.3 Computation with algebraic expressions ................................................ 63
8.3.1 Addition of algebraic expressions ................................................................ 63
8.3.2Subtraction of algebraic expressions ............................................................ 64
8.3.3Multiplication of algebraic expressions ................................................... 65
8.3.4Division of algebraic expressions ............................................................ 65
8.4 Simplifying algebraic expressions by removing grouping symbols and
applying BODMAS ................................................................................... 66
UNIT 9: SPECIAL PRODUCTS ................................................................................... 69
9.1 Special products ..................................................................................... 70
9.1.1 Multiplying a monomial by a polynomial: We use distributive property .............. 70
9.1.2 Multiplying binomials of the type ( + )( ): ............................................. 70
9.1.3 Multiplying binomials of type ( + ) ( ): ........................................ 70
9.1.4 Multiplying two binomials ........................................................................... 71
9.1.5 Multiplying three binomials......................................................................... 71
9.1.6 Multiply a trinomial by a trinomial ............................................................... 72
9.2 Products yielding answers in the form ........................................ 72
UNIT 10: FACTORING ............................................................................................... 75
10.1 Factoring ................................................................................................ 75
10.2 Factorisation procedures ........................................................................ 76
10.2.1 Factoring out a common factor: ac + ad = a(c + d) ....................................... 76
10.2.2 Grouping of terms: + + + = ( + )( + ) ................................ 76
10.2.3 Difference of two squares: = ( + )( ) ....................................... 76
10.2.4 Perfect square trinomials ........................................................................... 76
10.2.5 Sum and difference of two cubes ................................................................ 77
10.3 Greatest common factor ......................................................................... 77
10.4 Least common multiple ........................................................................... 77
10.5 Self-assessment Tutorial 10 ................................................................ 80
UNIT 11: LINEAR EQUATION WITH ONE VARIABLE ................................................. 81
11.1 Equations ................................................................................................ 81
11.2 Operations used in transforming equations ............................................ 82
11.3 Equivalent equations .............................................................................. 83
11.4 Formulas................................................................................................. 83
11.5 Polynomial equations ............................................................................. 83
11.6 Word problems ....................................................................................... 84
11.7 Self-assessment Tutorial 11 ................................................................ 85
UNIT 12: SOLVING EQUATIONS SIMULTANEOUSLY .................................................. 87
12.1 Solving systems of two equations with two unknowns ........................... 87
12.2 Solve by substitution .............................................................................. 88
12.3 Solve by elimination ............................................................................... 90
12.4 Self-assessment Tutorial 12A .............................................................. 92
12.5 No solution, infinite solutions or a unique solution ................................. 92
12.5.1 No solutions............................................................................................ 93
12.5.2 Infinite solutions .................................................................................... 94
12.5.3 Unique solutions ..................................................................................... 95
12.6 Self-assessment Tutorial 12B .............................................................. 96
UNIT 13: MATRICES................................................................................................. 97
13.1 Notation.................................................................................................. 97
13.2 Dimension of a matrix............................................................................. 97
13.3 Shape of a matrix ................................................................................... 98
13.3.1 Square matrix .......................................................................................... 98
13.3.2 Rectangular matrix ................................................................................... 99
13.4 Calculations with matrices ...................................................................... 99
13.4.2 Multiplication with a scalar ......................................................................... 99
13.5 Determinant ........................................................................................ 100
13.6 Self-assessment Tutorial 13 .............................................................. 100
UNIT 14: VECTORS AND LINES ............................................................................... 103
Learning objectives .......................................................................................... 103
14.1 Line ...................................................................................................... 103
14.2 Line segments ...................................................................................... 103
14.3 Vector ................................................................................................... 103
14.4 Equivalent vectors ................................................................................ 104
14.5 Parallel vectors ..................................................................................... 104
14.6 Inverse of a vector ............................................................................... 105
14.7 Scalar ................................................................................................... 105
14.8 Addition of vectors ............................................................................... 105
14.8.1 Vectors that have the same direction ......................................................... 105
14.8.2 Vectors that have different directions ........................................................ 105
14.9 Multiplication of a vector by a scalar .................................................... 107
14.10 Self-assessment Tutorial 14 .............................................................. 108
UNIT 15: TRIANGLES AND PYTHAGORAS THEOREM ............................................... 111
15.1 Properties of triangles .......................................................................... 111
15.2 Notation................................................................................................ 111
15.3 Classification of triangles ..................................................................... 112
15.3.1 Equilateral triangle .................................................................................. 112
15.3.2 Scalene triangle...................................................................................... 113
15.3.3 Isosceles triangle .................................................................................... 113
15.3.4 Right-angled triangle ............................................................................... 114
15.4 Trigonometry ratios .............................................................................. 114
15.5 Self-assessment Tutorial 15A ............................................................ 116
15.6 Pythagoras theorem ............................................................................ 118
15.7 Self-assessment Tutorial 15B ............................................................ 119
UNIT 16: NUMBER BASES (DECIMAL AND BINARY) AND ELEMENTARY LOGIC ........ 121
16.1 Decimal system .................................................................................... 121
16.2 The concept of bases other than base 10 (decimal system).................. 122
16.3 Converting from binary to decimal........................................................ 122
16.5 Converting from decimal to binary........................................................ 123
16.5.1 Method 1: Table method .......................................................................... 123
16.5.2 Method 2: Division method ...................................................................... 124
16.7 Elementary logic ................................................................................... 126
16.7.1 Definitions ............................................................................................ 126
16.8 Logic ..................................................................................................... 128
16.8. 1 Symbols ................................................................................................ 128
16.9 Truth tables .......................................................................................... 128
16.10 Self-assessment Tutorial 16C ............................................................ 130
UNIT 17: SETS ........................................................................................................ 133
17.1 Definition .............................................................................................. 133
17.2 Notation................................................................................................ 133
17.3 Number of elements ............................................................................. 134
17.4 Order of elements ................................................................................. 134
17.5 Equal sets ............................................................................................. 134
17.6 Finite set............................................................................................... 134
17.7 Infinite set ............................................................................................ 134
17.8 Empty set ............................................................................................. 134
17.9 Venn-diagram ....................................................................................... 135
17.10 Universal set () .................................................................................. 135
17.11 Subset .............................................................................................. 136
17.12 Complement or C .............................................................................. 136
17.14 Intersection of sets ............................................................................ 137
17.15 Union of sets ...................................................................................... 139
UNIT 18: INTRODUCTION TO STATISTICS .............................................................. 143
18.1 Definitions ............................................................................................ 143
18.1.1 Statistics ............................................................................................... 143
18.1.2 Data ..................................................................................................... 143
18.1.3 Frequency ............................................................................................. 143
18.1.4 Frequency table ...................................................................................... 143
18.3 Interpretation of data ........................................................................... 146
18.3.1 Frequency (f) ......................................................................................... 146
18.3.2 Average (mean) ( ) .............................................................................. 146
18.3.3 Mode .................................................................................................... 146
18.3.4 Median .................................................................................................. 146
18.3.5 Range ................................................................................................... 146
GLOSSARY .............................................................................................................. 151
BIBLIOGRAPHY ...................................................................................................... 153
Introduction Page 1
Introduction
Students will be familiar with mathematics and arithmetic in general. This
course will review the key concepts of algebra, geometry, trigonometry and
statistics which students will need to understand to be able to progress with
their studies in Information Technology (IT). These skills and knowledge are
also needed in the work context later when students are employed in business,
or other organisations, on completion of their studies.
Business areas such as finance and economics require employees to be able to

perform calculations such as percentages, ratios and multiplications accurately.
IT requires employees to be able to perform certain mathematical calculations
and to follow the logical sequence of commands or processes e.g. to be able to
write application programmes or design databases.
More advanced courses in IT will introduce topic-specific mathematical

concepts, but initially students will need to be familiar with the mathematical
concepts and processes reviewed in this course. Careful study of the various
aspects covered in the units will enable students to learn the logical thinking
and reasoning associated with mathematics, to learn how to identify patterns
and laws that occur in numbers, expressions and procedures and to progress
from simple calculations to more complex formulas and equations.
Later in their studies students are required to study more advanced concepts
and processes associated with programming and other IT disciplines. This
course therefore serves as preparation for study of IT-related mathematics.
The main sources of information for Mathematics for IT are a prescribed

textbook and a Study Guide. The Study Guide should not be seen as a
replacement for the prescribed textbook you have to use it in conjunction
with the textbook, which contains the actual algebraic learning content of the
module. You are expected to work through the relevant sections of the
textbook independently. The Study Guide facilitates this process by means of
references to relevant page numbers in the prescribed textbook.
In this introductory unit we provide you with the following information on

Mathematics for IT:
A brief description of the aim of the module

An abstract of the module
An outline of the module content
The learning outcomes and assessment criteria involved in the module
An outline of the course structure
An explanation of the purpose, design and the proper use of the Study
Guide and the prescribed textbook
CTI Education Group

Introduction Page 2
Module aim
The main aim of this course in mathematics is to provide a basic knowledge of
the mathematics of algebra and geometry.
Module abstract
This module is an introduction to some of the mathematical concepts and
techniques that will be required by software engineers. To develop the
mathematical skills necessary for software engineering, students must acquire
a range of mathematical skills, which are often applied in the creation of coded
solutions to everyday problems.
The unit will, furthermore, allow students to appreciate and prepare for the
more advanced concepts of mathematics required in relation to software
engineering. Students undertaking this unit will explore areas of mathematics
that are used to support programming.
Learning outcomes and assessment criteria

On successful completion of this module, you will:
1. Identify and solve problems using critical and creative thinking

2. Demonstrate an understanding of mathematical concept and literacy by
performing the tasks in the assessment criteria
3. Use mathematics in the computer environment
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Introduction Page 3
The following table outlines the assessment criteria that are aligned to the
learning outcomes.
Summary of learning outcomes and assessment criteria
Learning outcomes Assessment criteria for pass

On successful completion of
You can:
this unit a student will:
1.1 Explain the meaning of mathematical symbols and
a range of concepts
1.2 Perform the four fundamental mathematical
1. Practise the fundamentals of operations
algebraic concepts 1.3 Perform calculations and operations relating to
fractions, algebraic expressions and expressions
1.4 Use the distributive law, associative law and the
commutative law to factorise expressions
2.1 Solve linear equations simultaneously
2. Apply basic linear algebra
2.2 Use fundamental mathematical operations to
concepts to solve problems
construct and manipulate 2x2 matrices
3.1 Solve geometrical problems using the sine, cosine,
tangent and a combination of trigonometry
3. Demonstrate understanding functions
of core mathematical 3.2 Apply Pythagoras Theorem to calculate the length
concepts in geometry, of the sides of a right angled triangle
trigonometry, number 3.3 Basic knowledge of vectors and lines
systems and elementary logic 3.4 Convert numbers to and from a decimal system to
a binary system
3.5 Evaluate propositions and composite propositions
4.1 Understand and apply the basic concepts of sets
4. Use elementary statistical 4.2 Set up frequency distribution tables
techniques. 4.3 Use formulas to calculate the mean, median,
frequency, and mode of a set of data values
These outcomes are covered in the module content and they are assessed in
the form of written assignments and semester tests. If you comply with and
achieve all the pass criteria related to the outcomes, you will pass this module.
Learning and assessment may be performed across modules, at module level

or at outcome level. Evidence may be required at outcome level, although
opportunities exist for covering more than one outcome in an assignment.
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Introduction Page 4
Module content
On successful completion of this module you will be able to:
1. Understand core mathematical skills for software engineers
Algebra: basic notation and rules of algebra; multiplication and

factorisation of algebraic expressions involving brackets, algebraic
equations and simultaneous linear equations, quadratic equations
involving real roots.
Geometry: types and properties of triangles, Pythagoras Theorem,

geometric properties of a circle; trigonometry: e.g. sine, cosine and
tangent functions, angular measure.
Vectors: representation of a vector by a straight line, equal and parallel

vectors, magnitude of a vector, vector addition and subtraction, scalar
multiplication, linear transformations, rotations, reflections,
translations, inverse transformations, axioms of a vector space.
2. Understand the application of algebraic concepts
Relations: domain, range, Cartesian product, universal relation,

empty relation, inverse relation, reflexive, symmetric and
transitive properties, equivalence relations.
Matrices: addition and subtraction, scalar multiplication, matrix

multiplication, properties of addition and multiplication of matrices,
transpose of a matrix, determinant, identify matrix, inverse of a
matrix, condition for a matrix to be singular, solution of simultaneous
linear equations.
Application in programming: use of variables and operators, using

mathematics based commands, arrays, conditional statements, pseudo
code, demonstration code.
3. Be able to apply the fundamentals of formal methods
Sets: definitions of set and element, representation of sets using

Venn diagrams, universal and empty sets, finite and infinite sets, N, Z
and R, operations on sets, subsets, notation, predicates; laws of set
theory; idempotent, associative, commutative, distributive, identity,
involution, complement, De Morgans laws.
Propositional calculus: simple and compound propositions,

conjunction, disjunction, negation, implication and bi-implication,
truth tables, validity, principle of mathematical induction, logical
argument and deductive proof.
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Introduction Page 5
Boolean laws of propositional calculus: idempotent, associative,

commutative, distributive, identity, involution, complement, De
Morgans Laws.
4. Be able to apply statistical techniques to analyse data
Techniques: frequency distribution, mean, median, variance, deviation,

correlation, probability, factorial notation, permutations and combinations,
laws of probability, conditional probability, Bayesian Networks.
Lectures
Each week has four compulsory lecture hours for all students. It is
recommended that the lecture hours be divided into two sessions of two
hours each, but this may vary depending on the campus.
Each week has a lecture schedule which indicates the approximate time that
should be allocated to each activity. The weeks work schedule has also been
divided into two lessons.
Class exercises and activities

Students will be required to complete a number of exercises and activities in
class. These activities and exercises may also contribute to obtaining pass; it is
therefore important that students are present in class so that they do not
forfeit the opportunity to be exposed to such exercises and activities.
Activity sheets that are handed in should be kept by the lecturer so that they
can be used as proof of criteria that were met, if necessary.
Information resources
You should have access to a resource centre or a library with a wide range of
relevant resources. Resources can include textbooks and e-books, newspaper
articles, journal articles, organisational publications, databases, etc. You can
access a range of academic journals in electronic format via EBSCOhost. You
have to consult the campus librarian to assist you with accessing EBSCOhost.
Prescribed textbook
Prescribed textbook for Mathematics for Information Technology
Midrand Graduate Institute. 2012. Bridging Mathematics Pre-Degree
Programme Mathematics A. Harlow: Pearson Education Limited.
Recommended information sources

www.everythingmaths.co.za:
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Introduction Page 6
Siyavula and volunteers. Everything maths: grade 10 Mathematics. Version 1-

CAPS
CAPS
CAPS
Note
Web pages provide access to a further range of Internet information sources.
Students must use this resource with care, justifying the use of information gathered.
Using this Study Guide

As was indicated earlier, the prescribed textbook is your main source of
information for this module and the Study Guide serves as a guide to the
prescribed textbook.
The module outline must be read in conjunction with the study guide and
prescribed textbook (if applicable). This document will be the first port of call
in understanding what will be assessed and which assessments form part of
the module.
The purpose of the module outline is to highlight:

The learning outcomes and assessment criteria that need to be met to pass
the module
The assessment required to be completed for the module
The additional resources required for the module
The topics that will be focused on for the module
The purpose of the Study Guide is to facilitate your learning and help you to
master the content of the prescribed textbook and other material. It helps you
to structure your learning and manage your time, provides outcomes and
activities to help you to master those outcomes, and directs you to the
appropriate sections in the prescribed textbook. It is important that you start
with the Study Guide.
The Study Guide has been carefully designed to optimise your study time and
maximise your learning, so that your learning experience is as meaningful and
successful as possible. To deepen your learning and enhance your chances of
success, it is important that you read the Study Guide attentively and follow all
the instructions carefully. Pay special attention to the course outcomes at the
beginning of the Study Guide and at the beginning of each unit.
It is essential that you complete the exercises and other learning activities in
the Study Guide, because your course assessment (examinations, tests and
assignments) will be based on the assumption that you have completed these
activities.
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Introduction Page 7
This Study Guide accompanies a prescribed textbook and, therefore, it should

be read in conjunction with the prescribed text: it should not be deemed as a
replacement for the prescribed text.
Purpose
The purpose of the Study Guide is to facilitate the learning process and to help
you to structure your learning and to master the content of the module. The
textbook covers certain themes in detail.
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Introduction Page 8
Where applicable, we give more simplified explanations in the Study Guide. It

is important for you to work through both the prescribed textbook and the
Study Guide attentively and to follow all the instructions set out in the Study
Guide. In this way, you should be able to deepen your learning and enhance
your chances of success.
Structure
The Study Guide is structured as follows:
Introduction
Unit 1: Mathematical signs and symbols
Unit 2: Fundamental operations with numbers
Unit 3: Ratios and proportions
Unit 4: Proportion
Unit 5: Percentages
Unit 6: Fractions
Unit 7: Exponents
Unit 8: Fundamental operations with algebraic expressions
Unit 9: Special products
Unit 10: Factoring
Unit 11: Linear equation with one variable
Unit 12: Solving equations simultaneously
Unit 13: Matrices
Unit 14: Vectors and lines
Unit 15: Triangles and Pythagoras Theorem
Unit 16: Number bases (Decimal and Binary) and elementary logic
Unit 17: Sets
Unit 18: Introduction to statistics
Glossary
Bibliography
Individual units
The individual units in the Study Guide are structured in the same way and
each unit contains the following features, which should enhance the learning
process:
Each unit title is based on the title and content of the specific
Unit title outcome or the assessment criterion (criteria) discussed in
the unit.
The unit title is followed by an outline of the learning
outcomes and assessment criteria, which guide the learning
process. It is important for you to become familiar with the
Learning outcomes
learning outcomes and assessment criteria, because they
represent the overall purpose of the module, as well as the
end product of what you should have learned in the unit.
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Introduction Page 9
Learning objectives, which follow the learning outcomes and

assessment criteria, are statements that define the expected
goal of the unit in terms of the specific knowledge and skills
Learning objectives that you should acquire as a result of mastering the unit
content. Learning objectives clarify, organise and prioritise
learning and they help you to evaluate your own progress,
thereby taking responsibility for your learning.
The learning objectives are followed by an introduction that
Introduction
identifies the key concepts of the unit.
The content of each unit contains the theoretical foundation
of the module and is based on the work of experts in the
Content
field of this module. The theory is illustrated by means of
relevant examples.
The concluding remarks at the end of each unit provide a
Concluding remarks brief summary of the unit, as well as an indication of what
you can expect in the following unit.
The content is followed by a number of theoretical self-
Self-assessment assessment questions that test your knowledge of the
content of a particular unit.
Glossary
A glossary is included at the end of the Study Guide. Please refer to the
glossary as often as necessary, in order to familiarise yourself with the exact
meaning of the terms and concepts involved in mathematics for information
technology.
The use of icons

Icons are used to highlight (emphasise) particular sections or points in the
Study Guide, to draw your attention to important aspects of the work, or to
highlight activities. The following icons are used in the Study Guide:
Learning outcome alignment

This icon is used to indicate how individual units in the Study
Guide are aligned to a specific outcome and its assessment
criteria.
Prescribed reading
This icon indicates reference to relevant sections in the
prescribed textbook that you are expected to study.
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Introduction Page 10
Test your knowledge

This icon appears at the end of each unit in the Study Guide,
indicating that you are required to answer self-assessment
questions to test your knowledge of the content of the
foregoing unit.
Alignment to prescribed textbook

The following table reflects the alignment between learning outcomes,
assessment criteria, units in the Study Guide and chapters in the prescribed
textbook.
Study Guide/prescribed textbook alignment
Learning Textbook
Assessment criteria Study Guide unit
outcome chapter
LO1 AC1.1, AC1.2, AC1.3, AC1.4 1 11 19
LO2 AC2.1, AC2.2 12 13
AC3.1, AC3.2, AC3.3, AC3.4,
LO3 14 16
AC3.5
LO4 AC4.1, AC4.2, AC4.3 17 18
Concluding remarks
At this point, you should be familiar with the module design and structure as
well as with the use of the prescribed textbook in conjunction with the Study
Guide.
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Unit 1: Mathematical signs and symbols Page 11
Unit 1: Mathematical signs and symbols

Unit 1 is aligned with the following learning outcomes and
assessment criteria:
Learning outcome
LO1: Practise the fundamentals of algebraic concepts.
Assessment criterion
AC1.1: Explain the meaning of mathematical symbols and
a range of concepts.
Learning objectives
After studying this unit, you should be able to:
Apply the symbols and rules used in mathematics
Prescribed reading
Midrand Graduate Institute. 2012. Bridging Mathematics

Pre-Degree Programme Mathematics A. Harlow: Pearson
Education Limited. Chapter 1, pp. 4 10.
Introduction
It is important for students to familiarise themselves with symbols frequently
used in mathematics in order to understand operations, actions, questions,
applications, etc.
Examples of these symbols include the following:
+ plus
- minus
plus or minus
x multiply by
* multiply by
divide by
= is equal to
is approximately equal to
is not equal to
> is greater than
is greater or equal to
< is less than
is less or equal to
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is an element ( member ) of set

universal set (epsilon sign)
intersection
Union
Empty set
complement of set A
Subset
R set of real numbers
Z+ all positive integers (whole numbers greater than 0)
Z- all negative integers (whole numbers less than 0)
Z all integers
N all natural numbers
Q rational numbers
Q' irrational numbers
Therefore
Infinity
sum of terms
pi 3.14159
negation (the sign is an indication to insert the word not into the
sentence)
disjunction (or)
conjunction (and)
implication
square root of the number x
2
square root of the number x
3
cube root of the number m
x is the exponent of base y
Table 1 The relation between words in a mathematical problem and mathematical

operations
Words in problem Operation
Increased by
More than
Combined, Together
Total of Addition
Sum
Added to
Decreased by
Minus, less
Difference between/of Subtraction
Less than, fewer than
Of
Times, Multiplied by
Product of
Increased/decreased by a Factor of (this type can Multiplication
involve both addition or subtraction and
multiplication)
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Per, a
Out of
Ratio of, quotient of Division
Percent (divide by 100)
is, are, was, were, will be
gives, yields Equals
sold for
Note
Please also refer to the glossary for an explanation of key terms and mathematical
terminology used in conjunction with symbols.
1.1 Self-assessment Tutorial 1
Test your knowledge
1. Place the correct inequality sign ( > < ) between the following:
a. 5 kilometres 2 centimetres
b. 10% 60%
c. R1 50c
d. 10c 50c
e. 20c 5c
f. 5c 20c
g. R1 R1
2. Use the number line below to determine the correct inequality sign
( > < ) between the following:
-3 -2 -1 0 1 2 3 4 5 6
a. 4 3
b. 3 1
c. 5 4
d. 4 3
e. 1 0
f. 1 5
g. 3 6
3. Use the number line below to determine the correct inequality sign
( > < ) between the following:
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0 1
a.
b. 1
c.
d.
e.
4. Rewrite in mathematic symbols and calculate the following:
a. The quotient of 10 and 2

b. The product of 2 and 5
c. The difference between 2 and 5
d. The difference between 5 and 2
e. The quotient of 2 and 10
5. Group work: Complete the table:
Term Symbol Definition

Addition
Division
Exponent
Fraction
Grouping symbols
Multiplication
BODMAS N/A
Power
Subtraction
Compiled from:
Croft, A. & Robert, D. 2006.
Ferreira, T. 2013.
Foloyan, T. (Eds). 2011.
Folayan, T., Jide-Akinwale, E., Sofowara, S., & Adebanjii, C. (Eds) 2012.
Loots, K., Loots, L. & De Lange, C. 2000.
Siyavula and volunteers. (www.everythingmaths.co.za)
CTI Education Group

Unit 2: Fundamental operations with numbers Page 15
Unit 2: Fundamental operations with numbers

Learning outcome
Assessment criteria
AC1.2: Perform the four fundamental operations.
Learning objectives
Classify numbers according to the real number system

Use basic mathematical rules
Do calculations to simplify expressions
Prescribed reading

Education Limited: Chapter 2, p. 14
2.1 System of Real numbers (R)

All the numbers that we use in this course are from the real number system.
The system of real numbers (R) is the set which contains N, N, Z, Q, and Q,
which are explained below.
2.1.1 Natural numbers (N)

These are numbers from +1 to positive infinity. Examples of natural numbers
are {1; 2; 3; 4; . }. If any two such numbers are added, or multiplied, the
result is always a natural number. A natural number divided by a natural
number is not always a natural number, example: is not a natural number.
2.1.1.1 Prime numbers

All natural numbers that can only be divided by itself and one, in order to give
a natural number again, are called prime numbers.
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Examples
7 can only be divided by 1 and 7, and is thus a prime number.
13 can only be divided by 1 and 13, and is thus a prime number.
Compiled from:
Croft, A. & Davison, R. 2006.
2.1.1.2 Composite numbers

All natural numbers that can be divided by more than two other natural
numbers, and have a natural number as an answer, are called composite
numbers.
Examples
8 can be divided by 1;2;4;8, and these numbers are called the factors of 8.
The number 8 is therefore a composite number because it has factors other
than 1 and 8.
The number 12 can be divided by 1;2;3;4;6;12, and these are also the factors
of 12. The number 12 is therefore a composite number because it has factors
other than 1 and 12.
2.1.2 Counting numbers N

These numbers include all the natural numbers (N) and the number 0. It can
be written as {0;1;2;3;4..}
2.1.3 Integers (Z)

The counting numbers, together with their opposites and 0. { .....; -3; -2; -
1;0; 1;2;3;.........}.
Z+ includes the positive integers

Z- includes the negative integers
Compiled from:
CTI Education Group

-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
Negative integers Positive integers
2.1.4 Rational Numbers (Q)

The set of all numbers that can be written as quotients a/b, b0, a and b are
3 10 5 5 10
integers, e.g. , , . Any number can be written as a fraction: ; ;
17 3 13 1 1 1
Positive and negative rational numbers (Q): any numbers that can be
made by dividing one integer by another. The word comes from ratio.
Rational number can be expressed as a/b, with the denominator b not
2
equal to zero. Examples of rational numbers are: 5, 1; 75; ; 0.317 ; 4.
6
Any fractions with decimals that terminate, are rational numbers.
Example: = 0,5
Any numbers with recurring decimals are rational numbers.
Example: 1/9 = 0,1111 = 0,1
Any rational number can be written as a fraction. Example: 2 can be expressed

as 2/1.
2.1.5 Irrational Numbers (Q)

All real numbers which cannot be expressed as a fraction are not rational
numbers, and are known as irrational numbers.
3
Examples: 2 ; 7; 13, or 5, as well as non-recurring,
never ending, decimals like (pi) = 3,141592654
Compiled from:
Jide-Akinwale, E. 2011.
2.1.6 Zero
The number zero or 0 permits operations such as 6 6 = 0, or 10 10 =
0.
Any number multiplied by zero is zero.

Zero divided by any number is equal to zero.
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Any number divided by 0 does not exist (Math error will show on the
calculator)
2.2 Operations used on real numbers

Four operations are fundamental in algebra. These are addition, subtraction,
multiplication, and division.
2.2.1 Addition
When two numbers are added, their sum is indicated by a + b.
Example
3+6=9
2.2.2 Subtraction
When a number b is subtracted from a number a, the difference is indicated
by a b. The answer can be positive or negative real number.
Examples
9-5 = 4
5-9 = -4
2.2.3 Multiplication
When numbers are multiplied, the answer is known as the product.
The product of two numbers a and b is a number c, such that a x b = c.
The operation of multiplication may be indicated by x, *, or brackets.
5 multiplied by 3 = 5 x 3 = 5 * 3 = 5(3)=3(5) = 3[5] = 15
2.2.4 Division

When a number a' is divided by a number b, it is written as , where a is

called the dividend and b the divisor. The answer is known as the quotient.
The expression a/b is also called a fraction, having numerator a and

denominator b.
Example
8/4=2. In words it will be: the fraction has a numerator of 8, and a
denominator of 2. The quotient is 2.
OR
The divisor of 8 is 4.
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2.3 Properties of addition and multiplication of real

numbers
Choose random real numbers a, b and c. There are two fundamental
operations, addition and multiplication, which obey the commutative law and
the associative law.
2.3.1 Commutative property

When any numbers are added or multiplied together, the result is the same,
regardless of the order in which the numbers are added.
a + b = b + a: order does not matter in addition.

2+3 = 3+2 = 5
and 6 + 2 + 3 = 2 + 3 + 6.
ab = ba: order does not matter in multiplication.

5X2x3= 3X5x2 = 30
And (2) (4) = (4) (2) = 8
2.3.2 Associative property

When three or more numbers are added or multiplied, the sum will be the
same regardless of the grouping of the numbers that are added.
a + (b + c) = (a + b) + c: grouping does not matter in repeated addition.
a (bc) = (ab) c: grouping does not matter in repeated multiplication.
Note
a + (b+c) = (a + b) + c = a + b + c
a (bc) = (ab)c = abc.
Example
(2 + 3) + 4 = 2 + (3 + 4) = (2 + 4) + 3
(2) (3) (4) = (3) (4) (2)
2.3.3 Distributive property

Multiplication is distributive over addition and subtraction.
a(b + c) = ab + ac; also (a + b) c = ac + bc:.
Example
4 (6 + 3) = (4)(6) + (4)(3.)
4 (6 - 3) = (4)(6) - (4)(3.)
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Compiled from:
2.4 Identity laws

2.4.1 Multiplication and division
There is a unique number with the property that if any number, is multiplied or
divided by that unique number, that number does not change. For
multiplication the unique number is one (1).
Examples
(1)(a) = (a)(1) = a
(6)(1) = (6)
and a 1 = a
10 1 = 10
Note
1 10 10
2.4.2 Addition and subtraction

There is a unique number with the property that if that unique number is
subtracted or added to any other number, that number does not change.
Examples
a +0=0+a=a
6 +0=6
a -0=a
5 -0=5
Note
0 - a = -a a
2.5 Rules of signs

2.5.1 Multiplication rules
(+)(+) = (+) example: 3 x 2 = 6
(-) (-) = (+) example: (-2) x (-8) = 16
(-)(+) = (-) example: (-3) x 4 = -12
(+) (-) = (-) example: 3 x (-4) = -12
CTI Education Group

Compiled from:
Croft, A. & Ravison, R. 2006.
2.5.2 Addition rules

(+) + (+) = (+) example: 5 + 4 = 9
(-) + (-) = (-) example: (- 7) + (- 2) = - 9
(-) + (+): Use the sign of the largest number for the answer and subtract.
2.5.3 Subtraction rules

(-) (-) = (-) + (+): Use the sign of the largest number for the answer and
subtract. Example: -5 (-6) = -5 + 6 = +1
(-) (+) = (-): Use the sign of the largest number for the answer and
subtract. Example: (- 5) (+3 ) = -5 -3 = -8
Examples
(-5) - (-3) = (-5) + 3 = -2
(-3) - (-5) = (-3) + 5 = 2
2.5.4 Division rules

+
= + example: +12 +3 = + 4
+

= + example: (-12) (-3) = +4

= example: (-12) 3 = -4
+

= example: 12 (-3) = -4


2.6 BODMAS
The acronym BODMAS is the sequence, or order, in which calculations must be
done when solving any mathematical problems. This order is also known as
the order of precedence.
BODMAS is derived from:
Brackets ( ) First priority: always calculate the content of the brackets first,
applying BODMAS again.
Of x Second priority
Division Third priority
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Multiplication x Fourth priority

Addition + Fifth priority
Subtraction - Last priority
Compiled from:
Examples
20 2 2 + 3 - 1 = 10 x 2 + 3 - 1 = 20 + 3 - 1 = 22
(20 2) (2 + 3) -1 = 10 x 5 - 1 = 50 - 1 = 49
20 (2 2) + 3 - 1 = 20 4 + 3 - 1 = 5 + 3 - 1 = 8 - 1 = 7
20 (2 (2 + 3) -1)) = 20 (2 x 5 -1) = 20 9 = 20/9 = 2.2222 = 2,2
20 2 (2 + 3 - 1) = 20 2 x 4 = 10 x 4 = 40
2.7 Absolute values

Some quantities in mathematics can never be a negative value, for example
distance travelled, or length.
To show in maths that the total must be positive, we use the symbol | | .
This means that if the answer is negative, you must change it to positive.
The absolute value of a number can be considered as the distance between the
number and 0 on a number line. From this it is clear that the distance of -3
and 3 will be the same value, since both can be measured as 3 units from 0.
Foloyan, T. (Eds). 2011. Bridging Mathematics. Pre Degree Programme Mathematics A. 1st Ed.
Harlow: Pearson. Chapter 3: p. 49: Find the absolute value of a number)
-3 -2 -1 0 1 2 3
Figure 1 The absolute value of -3 and 3. The distance from 0 is the same.
|3 | = 3
|6| = 6
|6| = 6
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Compiled from:
Test your knowledge
1. Using BODMAS, evaluate:
a. 2+3x4
b. (2 + 3) x 4
c. 4 2 2
d. 13+2x2
e. (12 4) x 3
f. 12 (4 x 3)
2. Evaluate the following expressions:
a. 6-2x2
b. (6 - 2) x 2
c. 622
d. (6 2) 2
e. 6-2+3x2
f. 6 - (2 + 3) x 2
g. (6 - 2) 3 x 2
h. 16/(-2)
i. (-24)/(-3)
j. (-6) x (-2)
k. (-2)(-3)(-4)
3. Place the brackets in the following equations to make them correct:
a. 6 x 12 3 + 1 = 55
b. 5 x 43+2=7
c. 6 x 12 3 + 1 = 68
d. 5 x 4 3 + 2 = 15
e. 6 x 12 3 + 1 = 60
f. 5 x 4 3 + 2 = -5
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4. Rewrite the following and simplify:
a. (-5)-[-(-9)]
b. - 2 1.4
c. -(-4 - x)
5. Solve:
a. 2 . 3 4 . 5
b. 7 + 3[2(5 - 8) - 4]
c. {4 . 8 6[7 (5 8)]}
5 50
6. Consider the set {-5, , 0, 5, , , 625 }:
3 7
a. Which numbers of this set are members of N?

b. Which members of this set are members of Z?
c. Which members of this set are members of Q?
d. Which members of this set are members of irrational numbers?
7. A set is closed under an operation if the result of applying the operation to

any members of the set is also a member of the set. Thus, the integers Z
are closed under +, while the irrational numbers Q' (example ) are not,
since, for example, (+) = 0 which is not irrational.
Identify as true or false:
a. Z is closed under multiplication

b. Q' is closed under multiplication
c. N is closed under subtraction
d. Q is closed under addition
e. Q is closed under multiplication
8. Classify each of the following as a member of all the subsets of the real
number system that they can form part of:
7 0
-7; 0,7 ; 7 ; ; ; 7
0 7
9. Identify as true or false:
a. -7 < -8
22
b. =
7
c. x 0 for all real x
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10. Identify the law that justifies each of the following statements:
a. (2x + 3) + 5 = 2x + (3 + 5)
b. 2x + (5 + 3x) = 2x + (3x + 5)
c. a(m + y) = a m + xy
d. 5*3*2 = 3*5*2
11. Are the following statements true or false?
a. 3 is a real number.
b. = 3.14 (hint: check on calculator)
c. x 5 = 5 x
12. Explain what is meant by an integer, a positive integer and a negative

integer.
13. Explain the terms sum, difference, product and quotient.
14. State the sign of the result obtained after performing the following
calculations:
a. (-5) x (-3)
b. (-4) x 2
7
c.
2
8
d.
4
15. Without using a calculator, evaluate each of the following:
a. 6 + (-3)
b. 6 (-3)
c. 16 + (-5)
d. 16 (-5)
e. 27 (-3)
f. 27 (-29)
g. -16 + 3
h. -16 + (-3)
i. -16 3
j. -16 (-3)
k. -23 + 52
l. -23 + (-52)
m. -23 52
n. -23 (-52)
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16. Without using a calculator, evaluate:
a. 3 x (-8)
b. (-4) x 8
c. 15 x (-2)
d. (-2) x (-8)
e. 14 x (-3)
17. Without using a calculator, evaluate:
a. 15/-3
b. 21/7
c. -21/7
d. -21/-7
e. 21/-7
f. -12/2
g. -12/-2
h. 12/-2
18. Find the sum and product of:
a. 3 and 6
b. 10 and 7
c. 2, 3 and 6
19. Find the difference and quotient of:
a. 18 and 9
b. 20 and 5
c. 100 and 20
20. Use number lines to prove;
a. |5| = |5|
b. |3 4| = |1| = 1
c. |4 6| = |2| = 2
Compiled from:
Ferreira, T. 2013.
Foloyan, T. (Ed). 2011.
Folayan, T., Jide-Akinwale, E., Sofowara,S., & Adebanjii, C. (Eds) 2012.
Jide-Akinwale, E. & Ferreira, T. (Eds) 2013.
CTI Education Group

Unit 3: Ratios and proportions Page 27
Unit 3: Ratios and proportions

Learning outcome
Assessment criteria
AC1.2: Perform the four fundamental mathematical
operations.
AC1.3: Perform calculations and operations relating to
fraction, algebraic expressions and equations.
Learning objectives
Calculate ratios
Calculate proportions
Prescribed reading

Education Limited: Chapter 8, p. 337.
Introduction
A ratio is a comparison of two quantities, or a quotient of two quantities.
We generally separate the two numbers in the ratio with a colon (:), or write it
as a fraction.
7
The ratio of 7 to 9 can be written as 7:9 or as a fraction
9
Example
Jeanine has a bag with three DVDs, four marbles, seven books, and one
orange.
What is the ratio of books to marbles?
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Answer
Expressed as a fraction, with the numerator equal to the first quantity and the
denominator equal to the second, the answer would be 7/4. Two other ways of
writing the ratio are 7 to 4, and 7:4.
What is the ratio of DVDs to the total number of items in the bag?
Answer
There are three DVDs, and 3 + 4 + 7 + 1 = 15 {items total}.The answer can
be expressed as 3/15, 3 to 15, or 3:15.
3.1 Comparing ratios

To compare ratios, write them as fractions. The ratios are equal if they are
equal when written as fractions. It is important that each fraction is in the
simplest form.
Example
Are the ratios 3 to 4 and 6:8 equal?
Answer
3 6
Rewrite both ratios as fractions.
4 8
3 6
The ratios are equal if their cross products are equal:
4 8
that is, if 3 8 = 4 6. Since both of these products equal 24, the answer is
yes, the ratios are equal.
Note
Remember to be careful! Order matters! A ratio of 1:7 is not the same as a ratio of 7:1.
Example
In 2009, 78 females were enrolled in Mathematics at a certain high school
while 162 males were enrolled in the same subject.
1. What was the ratio of female to male?

2. What was the ratio of male to female?
Answer
1. Female: male is 78:162 or 78/162
2. Male: female is 162:78 or 162/78
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Example
The ratio of male students to female students at a certain high school is 2 to 3.
If there is a total of 5 000 students, find the number of male and female
students.
Answer
2
Male students = 5 000 = 2 000
5
3
Female students = 5 000 = 3 000
5
Compiled from:
Ferreira, T. 2010.
Folayan, T., Jide4-Akinwale, E., Sofowara, S., and Adebanjii, C. (Eds) 2012.
Jide-Akinwale, E. & Ferreira, T. (Eds) Jan 2013.
Test your knowledge
1. A school consists of both boys and girls. There are 40 boys and 20 girls.
Find the ratio between the boys and the girls present in the school.
2. There are 40 people working in a school. If the number of women is 20

and the remaining are men, find the ratio of:
a. The number of women to number of men

b. The number of men to number of women
3. Express each of the following ratios as a simplified fraction:
a. 98: 128
2 3
b. :
3 4
c. 2 : 2
CTI Education Group

Compiled from:
Ferreira, T. 2013.
Jide-Akinwale, E. & Ferreira, T. 2013.
Johnsonbaugh, R. 2009.
Marsch, J. & Omonijo, S. 2012.
Safier, F. 1998.
CTI Education Group

Unit 4: Proportion Page 31
Unit 4: Proportion
Learning outcome:
Assessment criteria:
AC1.2 Perform the four fundamental mathematical
operations.
AC1.3 Perform calculations and operations relating to
fractions, algebraic expressions and equations.
AC1.4 Use the distributive law, associative law and the
commutative law to factorise expressions.
Learning objectives
Calculate proportions
Apply the laws and rules of algebraic operations
Prescribed reading

Introduction
A proportion is an equation with a ratio on each side. It is a statement that two
ratios are equal. A proportion is a special type of equation. It is a statement of
equality between two ratios.
Examples of proportions
7 21
=
9 27
This can be written as 7:9 : : 21:27

and a:b : : c:d.
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Example

Consider: a/b = c/d or = ; b 0; d 0.

Cross multiply: then implies that ad = bc

Example
Consider a/c = b/d.

This can be written as = ; c 0; d 0.

Cross multiply: then will be ad = cb

Example
d/b = c/a can be written as

= ; a 0; b 0;

Cross multiply: then will be da = bc.

When one of the four numbers in a proportion is unknown, cross products may
be used to find the unknown number. This is called solving the proportion.
Question marks or letters are frequently used in place of the unknown number.
Example
1
Solve for k if =
2 4
We see that (2)(k) = 4 1 (Using cross products ())
so 2k = 4
2k 2 = 4 2 (Divide both sides by 2)
so that n = 2
Examples
Solve for the unknown:
4 8
1. =
9 x
7 40
2. =
130
CTI Education Group

3. Michael took 5 hours to drive 245km on the off-ramp. At the same rate,
how many hours will it take to drive a distance of 392km?
Answers
4 8
1. =
9 x
4 = 72 (To find the unknown , you first cross multiply)
4 72
= (Divide both sides of the equation with 4, to get )
4 4
x = 18
2. 910 = 40
910 40
=
40 40
91
=
4
3. Let = the number of hours to drive 392km.
The proportions can be written numerator: denominator: : numerator:

denominator OR denominator: nominator: : denominator : nominator.
5
Hence: 245
= 392 Time
Distance
5(392) = 245 ( cross multiply)
1960
=
245
= 8 hours
4. Jan, Piet, Koos and Klaas must divide R144 into four parts proportional to
4; 2; 1; and 5. Calculate the amount of money that each one will receive.
Two methods can be used:
Method 1
There are in total 12 parts. Jan gets 4/12; Piet gets 2/12, Koos gets 1/12 and
Klaas gets 5/12.
Jan gets 4/12 X 144 = 48 rand
Piet gets 2/12 X 144 = 24 rand
CTI Education Group

Koos gets 1/12 x 144 = 12 rand

Klaas gets 5/12 x 144 = 60 rand
Method 2
First determine what is the value of 1 part:
1/12 x 144 = 12
Jan gets 4 x 12 = 48 rand

Piet gets 2 x 12 = 24 rand
Koos gets 1 x 12 = 12 rand
Klaas gets 5 x 12 = 60 rand
Test your knowledge
1. Divide 253 into four parts proportional to 2, 5, 7, and 9.
2. If = 2 5: 4 and 3 + = 63, find , , and .
3. In each of the proportions determine the value of :
a. ( + 3): ( 2) = 3: 2
b. ( + 4): 1 = (2 ): 2
c. ( + 1): 4 = ( + 6): 2
d. (2 + 1): ( + 1) = 5: ( + 4)
4. A line of segment of length 120 metres is divided into three parts whose
lengths are proportional to 3, 4, and 5. Find the lengths of the parts.
Compiled from:
Ferreira, T. 2013.
CTI Education Group

Unit 5: Percentages Page 35
Unit 5: Percentages
Learning outcome
Assessment criteria
operations.
AC1.4: Use the distributive law, associative law and the
Learning objectives
Calculate percentages
Apply the laws and rules of algebraic operations
Prescribed reading

5.1 Percentage
A percentage is a fraction that has a denominator of 100. When we say sixty
67
seven percent or write 67%, we are just expressing the fraction in another
100
way.
In arithmetic, the word 'of' means multiplication and the % sign means
divided by hundred.
CTI Education Group

Therefore, 40% of 3.16 would mean 40/100 x 3.16 = 1.264 and, 35% of 1.69
would be 35/100 x 1.69 = 0.5915.
5.2 Changing a decimal to a percentage

1. Move the decimal point two places to the right.
2. Add the % symbol.
Example
1. 0.23 = 23 (Move the decimal point two places to the right and
add %)
2. 0.461 = 46.1%
5.3 Changing a percent to a decimal

1. Move the decimal point two places to the left.
2. Remove the % symbol.
Example
5
1. 5% = = 0.05
100
2.75
2. 2.75 % = = 0.0275
100
5.4 Finding the percentage of a given number

Example
How do we find 60% of 20?
60
What is of 20?
100
= 60% 20
60 20
= X
100 1
= 1200 100
= 12
Example
If John scores 60 out of 75 in Mathematics we can find the percentage of his
marks by dividing 60 by 75 (this comes to 0.8) and then multiplying the
answer by 100 which gives us the percentage of his marks which is 80%.
(60/75) x 100 = 80%.
CTI Education Group

Example
Thandi made 29 shots on goal during the last high school basketball season.
Out of the 29 attempted goals, she scored 8. What percentage of her total
shots scored goals?
8
100 = 27%
29
5.5 Calculating percentage increase/decrease

To calculate whether a percentage has moved up or down, first find the
difference between the two given amounts. Then divide that number by the
initial amount of the two amounts. Finally, convert the fraction to a percent by
moving the decimal two places to the right and adding a percent sign.
% Increase OR % Decrease = (This Year - Last Year) Last Year
% Increase OR % Decrease = (Planned - Actual) Planned
Example
If Easter sales were R5 200 this year and last year they were only R3 400,
what was the percent increase?
% Increase
= (5200 - 3400 ) 3400 * 100
= 52.9%
Examples
1. A sofa has been reduced by 23%. You can save R138 if you buy it now.
What was the original price of the sofa?
2. 12 people out of a total of 25 are female. What percentage is female?
3. There are 300 cats in the village, and 75 of them are black. What is the
percentage of black cats in that village?
CTI Education Group

Answers
1. Let k = the original price of the sofa.
23 138
=
100
Then 23k = R13 800
23 13800
Therefore: =
23 23
k = 600
The original price of the sofa is R600
12
2. 100 = 48%
25
Then 48% of the people are female.
75
3. =
100 300
75
= 100 = 25;
300
25% of the cats are black.
Test your knowledge
1. If your store's sales for February were planned at R22 500 and actual
sales were R18 000, what was the percentage reduction?
2. If x% of 200 is 82, calculate x.
3. A store is having a sale of 35% of the retail price of all the sofas. Ayanda
wants to buy a particular sofa that normally sells for R595.
a. How much will Ayanda save if she buys the sofa on sale?
b. What will the purchase price be if Ayanda buys the sofa on sale?
4. Busi received a pay raise this year. The raise was 6% of last years salary.
This year he will earn R15 900. What was his salary last year before the
raise?
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5. Jay scored a goal 430 times out of 1 256 attempts during his high school
basketball career. What percent of the time did he score a goal? Round
your answer to the nearest percent.
6. The number of students at the university increased to 4 620, compared to

last year's 4 125, an absolute increase of 495 students. What is the
percentage increase?
Compiled from:
Stein, C., Croft, A. & Davison, R. 2006.
Ferreira, T. 2013.
Jonathan Marsch and Samuel Omonijo. July 2012.
Safier, Fred. 1998.
CTI Education Group

CTI Education Group

Unit 6: Fractions Page 41
Unit 6: Fractions
Learning outcome
Assessment criteria
AC1.1: Explain the meaning of mathematical symbols and a
range of concepts.
operations.
Learning objectives
Use LCF and GCM to solve fractions

Simplify fractions
Add, subtract, multiply and divide fractions
Prescribed reading

Education Limited: Chapter 2, p. 32
CTI Education Group

6.1 Revision
6.1.1 What is a fraction?
1 pizza cut in 4 pieces: each piece is 1 of 4, written as .

+ + + = 4 /4 = 1
+ = 2 /4 =
++=
2
/4 + =
+=
- 2 /4 =
1 pizza cut into 8 pieces: each piece is 1 of 8, written as 1/8

1
/8 + 1/8 + 1/8 + 1/8 + 1/8 + 1/8 + 1/8 +1/8 = 8/8 = 1
1
/8 + 1/8 = 2/8 = 1/4
1
/8 + 1/8 + 1/8 + 1/8 = 4/8
3
/8 + 2/8 + 1/8 = 6/8
7
/8 5 /8 = 2 /8
6.1.2 Equivalents
It is important to note that we can only add fractions if their denominators are
the equivalent (the same). Any fraction can be changed into another fraction
simply by multiplying the top and bottom with the same factor. The fractions
are then equivalent.
The lowest common denominator is used to transform fractions into

equivalents when mathematical operations have to be done. This means that
the denominator of the answer, must be an equivalent of all the fractions
denominators. Only alike terms may be added or subtracted. If the
denominators are the same, the fractions are alike terms and may be added or
subtracted.
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2
Refer to Section 10.1. From the pictures it is clear that is the same as . It
4
4
is also clear that is the same as .
8
+ = 2/4, and 2/4 = .
4
/8 = 2 /4 =
1 2 4
Conclusion: = = .
2 4 8
Without illustrations, it can be calculated
1 2 2 2 2 1
= , and =
2 2 4 4 2 2
The above fractions are equivalent.
Example 1
Use the pictures above and find equivalents:
1
+ = + 2 /4 = 5 /4 = 1
4
If we put the pieces together again we can get 1 whole pizza again + 1 of 4
pieces.
2
=
8 4
According to the pictures, the value of x = 1
= y /8
According to the pictures y = 6
+ + 1 /8 = 2 /4 + + 1 /8 = 4 /8 + 2 /8 + 1 /8 = 7 /8
Example 2
Find mathematically the equivalent of each of the following fractions:
1
/3 = m/6
Step 1:
1
Find the equivalent of to change it into the same denominator as the
3
unknown nominator:
1 2 2
=
3 2 6
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2
Then =
6 6
Step 2:
If the denominators are the same, the nominators must also be the same:
Step 3:
Determine the value of the variable
2=m
Example 3
4
Find the value of a, if =
5 10
Change the denominators to equivalents:

4 2 8
=
5 2 10
8
= a=8
10 10
Evaluate c if 3/2 = c/4
3 2 6
=
2 2 4
6
= c=6
4 4
Example 4
Find the value of k, if 6/4 = k/2
Change the denominators to equivalents:
6 2 3
=
4 2 2
3
= 3=k
2 2
6.2 Operations with fractions

Operations with fractions may be performed according to the following rules:
In general: Let a, b, c and d be real numbers such that b0 and d0

=

+
+ =

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= = , c0


When adding or subtracting fractions, you must make sure that the fractions
being added have the same denominator (bottom number). If they do not, find
the same equivalents for the fractions and put each in its equivalent form.
Then, simply add or subtract the numerators of the fractions.
Method 1A:
Determine + 1/3
+ =LCM
According to the pictures + 1/3 = 3/6 + 2/6 = 5/6

Mathematically we can get the denominator as 2 x 3 = 6
Method 1B:
This is the method commonly used in algebra if the denominators have letters
of the alphabet.
Example 1
1 1 1
+
3
Determine the new common denominator by writing down all the

denominators (y)(x)(3)
By taking every fraction one by one, the fractions are turned into
equivalents, which have alike denominators and which can be added or
subtracted.
Write all the fractions on the new denominator, and multiply each of the
nominators with the denominators not in the existing denominator
1(3) 1(3) 1()

= +
3 3 3
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Write all the fractions on the same denominator and calculate the answer.
3+3
=
3
=
Example 2
Determine + 2/x
Apply the above rules:

New denominator that is common :: 4x
3 2(4)
+ (Do not cancel because the fractions are changed into equivalents)
4 4
3+8
= (Do not cancel because you may not cancel elements of a term)
4
Example 3
7 5 3 75+3 5
+ = = (The denominators are alike: you may simply add or
4 4 4 4 4
subtract)
Example 4
2 5 + 2 1
+ (Determine the denominator)
2 2 2
2(5 + 2) + ( 1)
= (Alike terms may be added: the denominators are the
2
same)
252 + 1
= (Distributive law: careful with the signs)
2
4 1
= (Add alike terms)
2
Example 5
6

3+3 2
6
= (First simplify by taking out a common factor from the
3(+) ( )
nominators and denominators)
2 1
= (Cancel out common factors)
(+) ( )
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2() 1(+)
= (+)()
(New denominator: (c+y)(x-y): keep it in brackets)
22
= (+)() (Apply distributive law)
3
=(+)() (Add like terms: do not cancel)
When fractions are multiplied, simply multiply the numerators (top numbers)
and multiply the denominators (bottom numbers). Write the product of the
numerators as the top of the new fraction, and the product of the
denominators as the bottom of the new fraction. Simplify if necessary to get
the fraction in simplest form.
Example
6 2 (6)(2) 12 4
= = =
5 3 (5)(3) 15 5
3 2 6
=
5 7 35
6.2.3 Division
When you divide two fractions, you take the reciprocal of the second fraction,
or bottom fraction, and multiply. (Taking the reciprocal of a fraction means to
flip it over.)
Examples
3 3 3 5 15 5
= = =
7 5 7 3 21 7
2
2 5 2 7 14
9
5 = = =
9 7 9 5 45
7
6.3 Rational algebraic fractions with polynomial

expressions as numerators and/ or denominators

A rational algebraic fraction is a fraction in which the numerator and

denominator are both polynomial expressions.
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Example
6 4 2
2
3 + 3
6.3.1 Addition and subtraction: fractions with the same

(common) denominator
The numerator is the algebraic sum or difference of the numerators of all the
given fractions and the denominator is the common denominator. The
denominator does not change.
Example
7 5 3 5
+ =
4 4 4 4
2 5 + 2 1 2 (5 + 2) + ( 1) 2 5 2 + 1 4 1
+ = = =
2 2 2 2 2 2
6.3.2 Addition and subtraction: fractions with different

denominators
Write each of the given fractions as equivalent fractions all having a common
denominator. The lowest common denominator (LCD) of a given set of
fractions is the LCM of the denominators of the fractions.
Example
6 6
= (Simplify (factorise) the denominators)
3+3 2 3(+) ( )
2 1
= (Cancel out common factors)
(+) ( )
2() 1(+)
= (+)()
(LCD = (c+y)(x-y))
22
= (+)()
3
=(+)()
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6.3.3 Multiplication of fractions with rational expressions

It is important to simplify each fraction before any mathematical calculations.
Example
+

+
+
= (Simplify)
(+)

= (Cancel like terms)

6.3.4 Division of fractions with rational expressions

For any two fractions, the operation of division can be performed by inverting
(flip) the second fraction and multiplying it by the first fraction.
Example
2

2+4 5
2 5
= (Fraction was inverted (flipped ))
2+4
2 5
= (Simplify)
2(+4)
1 5
= (Cancel)
(+4)
5
= (Multiply tops and bottoms)
(+4)
Example
5 15
(Factor out a common factor from the polynomials in the
62
numerator and denominator.
5 15 5( 3)
= = (Note that ( 3) and (3 ) are equivalent)
62 2( 3)
5 ( 3) 5 1
1. = = = 2
2(3) 2 2
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Test your knowledge
Evaluate the following:
3 9
1.
8 16
15 2
2.
12
4 2
3.
18 3
2 6
4.
3 2 2
8 2 9 2
5.
3 3 2 4 5
4 + 12
6.
5 + 15
6 2 3
7.
4 2 + 2 2
+2 2 + 1
8.
3 2 6
3 8
9.
( + )( 2)
(
+ )( 2)
Compiled from:
CTI Education Group

Ferreira, T. 2013.
Jonathan Marsch and Samuel Omonijo. 2012.
Safier, F. 1998.
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CTI Education Group

Unit 7: Exponents Page 53
Unit 7: Exponents

Learning outcome
Assessment criteria
operations.
commutative law to factorise exponents.
Learning objectives
Apply exponent rules
Prescribed reading

Education Limited: Chapter 5, p. 230; Chapter 6, p. 262.
7.1 Positive exponents

2 means ()(). That is, x appears as a factor twice. The 2 is called the
exponent. The base is the variable x. The expression 2 is called an
exponential expression.
Example: 35 = 3x3x3x3x3. The exponent means 3 occurs 5 times as a factor.
7.2 Negative exponents

1
If n is an integer, and 0, then is defined as: = , 0.

Example
1 2
2 2 = 2 ( ) =
2 2
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7.3 Roots
If n is a positive integer and a and b are such that = , then a is said to
be an root of b. If b is positive, there is only one positive number a,

such that = . We write this positive number as and call it the principal
nth root of .
7.3.1 Expressions with roots (radicals)

A radical is any expression with a root.
3
27 3 Radicand
Index
(Plural: indices)
2
If the index is a 2, it is called a square root and the symbol used is either
or . Note: we dont have to write the 2 in the root.
3
If the index is a 3, it is called a cube root. The symbol used is , and the
number 3 must be written.
7.3.2 Laws of radicals

= = /

=
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7.3.3 Simplifying radicals

Examples
214 38 =214/2 38/2 = 27 34
48 = 16 3 = 163 = 43
184 6 10 = 92 4/2 6/2 10/2 = 92 3 5 = 322 3 5
9 = 3
4 4
16 = 24 = 24/4 = 2
3 3
27 = 33 = 33/3 = 3
(16)(3) = 163 = 43
(9)(2)3 7 10 = 932 6 10
= 32 3 5
= 32 3 5
2 2
9 = 32 = 3
4 4
16 = 24 = 2
3 3 3
27 = 3.3.3. = 33 = 3
7.4 Rational exponents

If m and n are positive integers we define: / = () , assuming a 0.
We define a0 = 1 if a 0.
Example
3 3 3
272/3 = 272 = (33 )2 = 36 = 36/3 = (3)2 = 9
1
If m and n are positive integers we define: / = .
/
Example

( ) = = = =

( )
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Examples
( )0 = 1 0
(3)0 (4)0 = 1 1 = 1 3 0
7.5 General laws of exponents

Using the product rule to multiply exponential expressions with like bases: add
the exponents.
Example
33 = 32+4 = 26
7.5.2 Division
Using the quotient rule to divide exponential expressions with like bases:
minus the exponents.
Examples
5 ()()()()()
= = 52 = 3
2 ()()
2 ()() 1
= ()()()()() = 25 = 3
5 3
= = 0 = 1
7.5.3 Raising a power to a power

Multiply the exponents.
Example
( 4 )3 = ( 4 )( 4 )( 4 ) = 12
Note
We added the exponents 4 + 4 + 4 = 12
7.5.4 Product raised to a power

Everything in the bracket gets the power that is outside the bracket.
Example
(xy)3 = x 3 y 3
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7.5.5 Quotient raised to a power

Everything in the bracket gets the power that is outside the bracket.
Example
3 3
( ) = 3 0

7.6 Summary of exponent rules

If m and n are rational numbers, the expressions below exist:
Product rule for exponents = +

Power rule for exponents ( ) =

Power rules for products and quotients () = ( ) = ; 0

1
Quotient rule for exponents = = ; 0

Zero exponent 0 = 1 ; 0
1
Negative exponent 1 = 1 ; 0

Examples
1. (2 5 )(3 6 )
3 2
2.
5 6
3 2 0 4
3. ( )
3
Answers
1. (2 5 )(3 6 ) = (2)(3)( 5 6 ) (Multiply the numerical coefficients)
= {6( 5 )( 6 )] = 6( 5 + 6 ) = 6 11 (Use the rule for multiplying

expressions with exponents: add the
exponents)
3 2 1 3 2
2. = ( ) ( 1 ) ( 6 ) = (51 )( 31 )( 26 )
5 6 5
2
= 51 2 4
5 4
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3 2 0 4 3 2 4
( ) =( ) (Simplify inside the brackets first,
3 3
Note that 0 = 1)
(3 )4 8
3. = (Apply the rules for raising a power
12
to a power)
81 8
=
12
Test your knowledge
Simplify the following:
1. (5 3 )( 6 )
2. 1/2 / 1/3
3 2 5
3.
12 6 8
(8 2 )(3 3 2 )
4.
6 4 3
2 4
5.
5 3
( 3 2 )1/4
6.
( 5 1 )1/2
(2 3 )1/8
7.
(3 )1/4
8. ( 2 + 1)5/2 ( 2 + 1)0 ( 2 + 1)2
9. 4( 2 + 2 )( 2 + 2 )0
2+3
10.
+1
+3
11.
1
1 1/2
12. ( ) ( )
+ +
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3
(m4 x m1/2 )1/3
13.
( y2/3 xy4/3 )1/2
2 2
3 3 5 5
(4 ) ( 4 )
14. 1 3
3 3 2 8
(4 ) + ( 3 )
(+)2/3 (+)1/6
15. [(+)2 ]1/4
Compiled from:
Ferreira, T. 2013.
Folayan, T., Jide-Akinwale, E., Sofowara, S., and Adebanjii, C. (Eds) 2012.
Marsch, J. and Omonijo, S. 2012.
Safier, Fred. 1998.
CTI Education Group

CTI Education Group

Unit 8: Fundamental operations with algebraic expressions Page 61
Unit 8: Fundamental operations with algebraic

expressions

Learning outcome
Assessment criteria
operations.
AC1.3 Perform calculations and operations relating to
fractions, algebraic expressions and expressions.
Learning objectives
Simplify expressions
Prescribed reading
Midrand Graduate Institute.2012. Bridging Mathematics Pre-

Degree Programme Mathematics A. Harlow: Pearson
8.1 Algebraic expressions and equations

8.1.1 Expression
An algebraic expression is an expression that contains one or more numbers,
one or more variables, and one or more arithmetic operations. There is no
equal sign. Examples of algebraic expressions are:
22 7
2 + 9
3 7 + 11
32 + 5 2 + 131
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8.1.2 Equation
Any mathematical problem that contains an equal sign is known as an
equation. If there is no = sign, it is an expression.
Examples
2x = 10 equation
4x - 5 = -1 equation
2x expression
4x-5 expression
8.2 Terms and polynomials

A term consists of ordinary numbers and alphabetic letters which represent
numbers. Example: 6 3 2 ; 2.
A monomial is a single term.
Example
3xy 2
A binomial is an algebraic expression containing two terms (2 monomials)

with a mathematical symbol between the terms, for example ( + ) ; 5y-3;
6 3 2 2; 7 + 6
A trinomial is a polynomial or algebraic expression consisting of three

terms (3 monomials), for example: 3 + 5 + 8; 3 3 + 6 2 7
Coefficients: One factor (part) of a term is said to be the coefficient of

the rest of the term.
Given the term: 12 7 y 3 12 7 is the coefficient of y 3 but 12y 3 is the
coefficient of 7 , and 12 is the coefficient of 7 y 3 .
Like terms: Are terms which differ only in numerical coefficients. The
variables and the exponents of the variables are exactly the same.
Examples
3cm + 10cm = 13cm (Like terms)
25kg 5kg = 20kg (Like terms)
8 3 and 2 3 are like terms
2 2 y 5 and 6 2 y 5 are like terms.
Note
Only like terms may be added or subtracted.
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Example
4cm + 5kg + 2cm + 8kg = (4+2)cm + (5+8)kg = 6cm + 13kg
Instead of kg and cm, we use letters of the alphabet as units. Then 10x +
3x = 13x and 5y - 2y = 3y.
Unlike terms are terms which differ in both numerical coefficients and
alphabetical variables or the exponents of the variables.
Examples
3kg and 7cm
2 2 y and 13y 2
2a2 bc and 5ab2 c
You cant add cm and kg, because their units are different.
3cm + 5k stays 3cm + 5kg.
3x + 5y + 10x - 2y
= (3x + 10x) + (5y 2y)
= 13x + 3y
3x and 6x are like terms. They both contain x.

6c 2 and 19c 2 are like terms. They both contain c2.
2xy 3 and 101xy 3 are like terms. They both contain xy 3 .
Note
To determine like terms, you must consider the variables in each term as a group. Like
terms are those with exactly the same variables raised to the same exponent.
If two terms have the same variables, but to different powers, they are not
like terms and cannot be combined. For example:
4 and 3 2 are not like terms since one contains 4 and the other contains
2 as variables.
8.3 Computation with algebraic expressions

8.3.1 Addition of algebraic expressions
(2 2 + 2 + ) + ( 3 2 + 2 ) + ( 2 + 2 4 2 )
Addition can be horizontal ( ) or vertical ( ).
CTI Education Group

Example of vertical addition: write like terms underneath each other and do
the calculations
+ 2 2 + 2 +
2 + 3 2 +
+ 2 4 2 + 2
2 2 +
Note
Only like terms may be added.
Example
3 and 6 are like terms. They both contain .
6 and 19 are like terms. They both contain c2.
2 and 101 are like terms. They both contain .
Note that to determine like terms, you must consider the variables in each
term as a group. Like terms are those with exactly the same variables
raised to the same exponent.
If two terms have the same variables, but to different powers, they are not
like terms and cannot be combined.
Example
4 and 3 2 are not like terms since one contains 4 and the other contains 2
as variables.
8.3.2 Subtraction of algebraic expressions

Subtraction can be done using the distributive law and horizontal subtraction,
or by writing like terms underneath each other and do the calculations.
Example
Subtract the second expression from the first expression:
10 and 2 means 10 - 2
8 and 10 means 8 - 10
3xy - 2yz + 4zx and 3zx + yz - 2xy means ( 3 2 + 4 ) ( 3 + 2)
3 2 + 4
2 + + 3
5 3 +
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Remember: There is a very simple property for adding and subtracting

algebraic expressions: to be able to add or subtract expressions, we must have
like terms.
Like terms are terms that contain the same variable or group of variables
raised to the same exponent, regardless of their numerical coefficient.
8.3.3 Multiplication of algebraic expressions

When multiplying algebraic terms you:
1. Multiply numerical coefficients together.

2. List all the variables that occur in the terms being multiplied.
3. Add the exponents of like variables.
Example
(2 2 ) (6 2 ):
First multiply the numerical coefficients then use the exponent rules:
(2 2 )( 6 2 ) = (2 * 6) ( 2 * 2 )
= 12 2+2 1+1
= 12 4 2
Example
(y+4)( 2 4 + 16)
= ( 2 4 + 16) + 4( 2 4 + 16)
= 3 4 2 + 16 + 4 2 16 + 64
= 3 + 64
8.3.4 Division of algebraic expressions

The process for division of algebraic expressions is much like the multiplication
process, with the exception that you divide
Example
Divide 12 2 3:
12 2 12 10 21
= = 4 1 1 = 4
3 3
If we divide 12 2 by 3 we get 4 as a result. This works because we can

look at the term in the bottom of the fraction as being 3 0 1 .
CTI Education Group

8.4 Simplifying algebraic expressions by removing

grouping symbols and applying BODMAS
Simplify
3{7 2[ (2 1)]}
Hint: Work from the inside out, where the most brackets are.
= 3{7 2[ 1(2 1]} (There is a -1 immediately in front of the bracket)
= 3{7 2[ 2 + 1]} (Remove the inner bracket: each term x -1)
= 3{7 2[ + 1]} (Add like terms in the bracket)
= 3{7 + 2 2} (Remove the next inner bracket: each term x -2)
= 3{9 2} (Combine like terms: (+ 2))
= 27 + 6 (Remove the brackets: each term x - 3)
Test your knowledge
1. State the degree of the polynomial, and whether it is a monomial, a

binomial, or a trinomial:
a. 5 + 3 3
b. 75 2
c. 8 4 9 15
d. 7 5 3 3 3 + 3 2 6
2. Subtract the second algebraic expression from the first:
a. 4 2 + 3 2 6 + 4 2; 2 2 + 3 2 4 + 3
b. 7 2 6 + 3; 5 2 8 12
c. (6 2 3 + 7 2 ) (5 2 8 15 2 2 )
d. (5 2 6 12) (3 2 9 + 5)
3. Add the algebraic expressions:
a. 22 2 2 + 5 2
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b. 4 2 + 42 7 2
c. 4 2 32 3 2
d. 2 2 32
4. In each of the following find the indicated product of the algebraic

expressions:
a. (2 3 )(42 5 )
b. ( 2 3 + 9)( + 3)
c. ( 2 + 2 )( 2 + + 2 )
1 2
5. Evaluate the following expressions, given: = 2, y = 3, z = 5, a = ,b = :
2 3
a. 2 +
b. 3 2 4
c. 4 2
3 +4
d.
23
2 3
e. 2
3( )

6. Simplify 2{5 3[2 (3 4)]}
Compiled from:
Ferreira, T. 2013.
Marsch, J. & Samuel Omonijo, S. 2012.
Richard Johnsonbaugh. 2009.
Safier, Fred. 1998.
Siyavula and volunteers. Everything maths: Grade 10 Mathematics.
www.everythingmaths.co.za
CTI Education Group

CTI Education Group

Unit 9: Special products Page 69
Unit 9: Special products

Learning outcome
Assessment criteria
Learning objectives
Sum and difference off complete squares

Sum and difference of cubes
Special products in factorisation
Prescribed reading

CTI Education Group

9.1 Special products

9.1.1 Multiplying a monomial by a polynomial: We use
distributive property
( + ) = +
Example
Multiply
3 2 (5 2) = 3 2 (5) + 3 2 (2) = 15 3 6 2
9.1.2 Multiplying binomials of the type ( + )( ):

The product is called the difference of two squares.
( + )( ) = 2 2 .
Example
(7 2)(7 + 2) = (7)2 (2)2 = 49 2 4
9.1.3 Multiplying binomials of type ( + ) ( ) :

The distributive law is used to remove the brackets.
General rules:
( + )2 = ( + )( + ) = 2 + 2 + 2
( )2 = ( )( ) = 2 2 + 2
Examples
(2 + 3)2
= (2 + 3)(2 + 3)
= 2(2 + 3) + 3(2 + 3)
= 4 2 + 6 + 6 + 9
= 4 2 + 12 + 9
(2 3)2
= (2 3)(2 3)
= 2(2 3) 3(2 3) (Distributive law)
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= 4 2 6 6 + 9 (BODMAS)
= 4 2 12 + 9
9.1.4 Multiplying two binomials

( + )( + ) = ( + ) + ( + ) = 2 + + +
Example
( + 2)(3 + 1)
= (3 + 1) + 2(3 + 1)
= 3 2 + + 6 + 2
= 3 2 + 7 + 2
9.1.5 Multiplying three binomials

3
(a + b)
= (a + b)(a + b)(a + b)
= (a+2ab+b)(a+b)
= a(a+b) + 2ab(a+b) + b(a +b)
= a3 + a2 b + 2a2 b + 2ab2 + ab2 + b3
= a3 + 3a2 b + 3ab2 + b3
(a b) 3
= (a-b)(a-b)(a-b)
= (a-2ab+b)(a-b)
= a(a-b) - 2ab(a-b) + b(a-b)
= a3 a2b - 2a2b + 2ba+ ba - b3
= a3 3a2b + 3ab - b3
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Example
( )( 1)( + 3)
=[( 1) ( 1)] ( + 3)
= (2 2 2 5 + 5) ( + 3) Add like terms
= ( + )( + 3)
Use the resulting product to multiply the last binomial:
= ( + 3) ( + 3) + ( + 3)
= 2 3 + 6 2 7 2 21 + 5 + 15 Add like terms
= 2 3 2 15 + 15
9.1.6 Multiply a trinomial by a trinomial

The general rule can be summarised as:
(a + b + c) 2 = a2 + b2 + c2 + 2ab + 2ac + 2bc
9.2 Products yielding answers in the form

It can be verified by multiplication that:
( )(2 + + 2 ) = 3 3
( + )(2 + 2 ) = 3 + 3
Examples
Find each of the following products.
1. 2(3 + 4)
2. (3 2 + 4 3 )(2 2 + 5 3 )
3. (5 2) 2
4. ( 2 + 3 + 5)( 2 2 6)
Answer
1. 2(3 + 4)
= 2(3) 2(+) 2(4)
= 6 2 2 + 8
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2. (3 2 + 4 3 )(2 2 + 5 3 )
= 3 2 (2 2 + 5 3 ) + 4 3 (2 2 + 5 3 )
= 6 4 + 15 2 5 + 8 2 5 + 20 6
= 6 4 + 23 2 5 + 20 6
3. (5 2)2
= (5 2) (5 2)
= 5(5 2) 2(5 2)
= 25 2 10 10 + 4
= 25 2 20 + 4
4. ( 2 + 3 + 5)( 2 2 6)
= 2 ( 2 2 6) + 3( 2 2 6) + 5( 2 2 6)
= 4 2 3 6 2 + 3 3 6 2 18 + 5 2 10 30
= 4 1 3 7 2 28 30
Test your knowledge
Find each of the following products:
1. (5 8)(5 + 8)
2. (3 + 2)2
3. (3 3 + 2 2 + )( 2 2 4)
4. (2 3)( + 2)( + 1)
5. ( + + + 1)2
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6. ( 2 1)3
7. ( 2 + )( 2 )
8. ( 2 2)2
9. ( 2)( 2 + 2 + 4)
10. (6 + 7)(6 7)
11. (4 9)2
12. (2 2 + 3 2 )(5 2 + 6 2 )
13. (2 + 1)3
14. ( + 3)( 2 3 + 9 2 )
15. ( 1)3 ( + 1)3
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Unit 10: Factoring Page 75
Unit 10: Factoring

Learning outcome
Assessment criteria
Learning objectives
Factor expressions
Factor fractions
Prescribed reading

10.1 Factoring
Factors are the numbers which you multiply to get another number. For
instance, the factors of 15 are 3 and 5, because 35 = 15.
Example
Factor each algebraic expression:
1. 2 3 + 2 6 = ( 3) + 2( 3) = ( + 2)( 3)
2. 2 + 5 + 6 = ( + 2)( + 3)
3. 12 2 48 = 12( 2 4) = 12( + 2)( 2)
4. 2 2 + 5 + 3 = (2 + 3)( + 1)
5. 2 6 16 2 = ( 8)( + 2)
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10.2 Factorisation procedures

To factorise we reverse the distributive law: we take out the common
factor and put the remaining terms back into a bracket.
Examples
Distributive law: 2(a+b+c) = 2a+2b+2c
Factorise: 2a+2b+2c = 2(a+b+c)
Distributive law: 2ab(3c+5m-2c) = 6abc+10abm-4abc

Factorise: 6abc+10abm-4abc = 2ab(3c+5m-2c)
The following factoring procedures are useful:

Factoring out a common factor
Grouping of terms
Difference of two squares
Perfect square trinomials
Sum and difference of two cubes
10.2.1 Factoring out a common factor: ac + ad = a(c + d)

Example
12 2 18 2 = 6(2 2 3 2 )
2 2 + 3 2 + 3 = 3 ( 2 + 3 + )
10.2.2 Grouping of terms: + + + = ( + )( + )

Example
2 3 + 2 6 = ( 3) + 2( 3) = ( + 2)( 3)
10.2.3 Difference of two squares: = ( + )( )

Example
9 2 1 = (3)2 12 = (3 + 1)(3 1)
4 2 49 2 = (2)2 (7)2 = (2 + 7)(2 7)
10.2.4 Perfect square trinomials

( + )2 = 2 + 2 + 2 or 2 + 2 + 2 = ( + )2 Commutative law
( )2 = 2 2 + 2 or 2 2 + 2 = ( )2 (Commutative law)
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Example
49 2 + 42 + 9 2 = (7)2 + 42 + (3)2 = (7 + 3)2
The first and last terms are perfect squares because 49 2 = (7)2 and 9 2 = (3)2
The middle term, 42 is twice the product of 7 and 3
4 2 20 + 25 = (2)2 20 + (5)2 = (2 5)2
10.2.5 Sum and difference of two cubes

3 + 3 = ( + )(2 + 2 )-------------Sum of two cubes
3 3 = ( )( 2 + + 2 )---------------Difference of two cubes
Example
8 3 + 27 3 = (2)3 + (3)3 = (2 + 3)(4 2 6 + 9 2 )
8 3 3 1 = (2)3 + (1)3 = (2 1)(4 2 2 + 2 + 1)
10.3 Greatest common factor

The greatest common factor (GCF) of two or more given polynomials, is the
lowest degree of the variables and highest common numerical coefficient
that is a factor of all the given polynomials.
The following procedure is useful for finding the GCF of several polynomials:
1. Write each polynomial as a product of prime factors.
2. The GCF is the product obtained by taking each factor to the lowest power
to which it occurs in any of the polynomials.
Example
The GCF of: 183 4 and 12 2
12 abc = 2 x 2 x 3 x a x b x b x c
18 abc = 2 x 3 x 3 x a x a x a x b x c x c x c x c
GCF: 2 x 3 x a x b x c (lowest powers)
10.4 Least common multiple

The least common multiple (LCM) of two or more given polynomials is the
polynomial of highest degree and largest numerical coefficients for which
each of the given polynomials will be a factor.
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The LCM of all the numbers are taken, and the highest power of the different
variables.
Example
The LCM of: 183 4 and 12 2
18abc= 18 x a x b x c x c x c x c
12abc = 12 x a x b x c
The LCM of 18 and 12 is 36

The highest power of a is 3
The highest power of b is 2
The highest power of c is 4
Answer
LCM: 36 x a x b x c (highest powers)
Examples
In order to factorise any polynomial, all the above rules must be applied.
Factorise the following:
1. 2 4 + 3
2. 4 2 + 28 + 40
3. 2 + 6 16
4. 100 2 81
5. 7 + 21 + 2 + 6 2
6. 21 14 2
Answers
1. 2 4 + 3
Multiply the first term of the trinomial ( 2 ) and the last term (+3)
Factors of 3: -1; -3: +1; +3
Factors that will add up to -4: -1;-3
Substitute : 2 + 3
Group: ( 2 ) ( 3)
Factorise each term: ( 3) 1( 3)
Answer: 2 4 + 3 = ( 1)( 3)
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2. 4 2 + 28 + 40.
Note: you can first simplify, or only simplify when you have the answer. In
this example we simplify at the end.
Multiply the first term of the trinomial (4 2 )" and the last term (+40):
( ) ( ) = +
Find the factors of +

+20x ; 8 x and +40x; 4x ; and -20x ; -8x and -40x ; -4
Select the factors of + , that, when added, will give you the
middle term + .
Use and and substitute the middle term:

4 2 + 20 + 8 + 40
Group terms: (4 2 + 20) + (8 + 40)
Take out a common factor (factorise): 4( + 5) + 8( + 5)
Take out a common factor: (x+5)(4x+8) = (4x+8)(x+5)

(commutative law)
Answer: 4 2 + 28 + 40 = 4( + 2)( + 5)
3. 2 + 6 16
Multiply the first term of the trinomial the last term: 1x-16= -16
Factors of product of outer terms: 1;16;-1;16;2;-8;-2;8;4;-4
Factors that will add up to middle term: 8-2
Substitute in middle term: 2 + 8 2 16
Group terms: (2 + 8) (2 + 16)
Factorise each term: a(a+8)-2(a+8)
Common factor: (a-2)(a+8)
Answer: 2 + 6 16 = (a-2)(a+8)
4. 100 2 81 both terms are complete squares:

= (10)2 (9)2 = (10 9)(10 + 9)
5. 7a+21b+2ab+6 2 =7(a+3b)+2b(a+3b) = (a+3b)(7+2b)
6. 21 14 2 = 7(3 2) (Take out a common factor)
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Test your knowledge
1. Factor each expression. Show all your calculations:
a. 3 3 +
b. 6 2 4 9 + 6
c. 25 2 2
d. 2 9
e. 2 6 6 4 3 8 2 5
f. 3 2 4 + 6 3 3
g. 4 2 100
h. 2 16 + 64 2
i. 2 3 18
j. 2 3 + 2 2 12
k. x(a-c) +y(a+c)
l. (2a-b)(x-y)-2(x-y)
2. Find the greatest common factor (GCF) and the least common multiple
(LCM) of the following:
a. 23 32 ( )3 ( + 2)2 ; 22 33 ( )2 ( + 2)3 ; 32 ( )2 ( + 2)
b. 9 4 2 ; 12 3 3
c. 25 4 ; 15 2 3
d. 6 6 ; 4 2 4 2
e. 16 2 4 ; 24 3 2
Compiled from:
Ferreira, T. 2013.
Folayan, T., Jide4-Akinwale, E., Sofowara, S., and Adebanjii, C. (Eds) 2012.
Safier, Fred. 1998.
CTI Education Group

Unit 11: Linear equation with one variable Page 81
Unit 11: Linear equation with one variable

Learning outcome
Assessment criteria
AC1.4 Use the distributive law, associative law and the
Learning objectives
Be able to solve linear equations with one unknown

Have a basic knowledge of terms of polynomials
Prescribed reading

11.1 Equations
An equation is an algebraic statement of equality. It contains the symbol
(=).
An equation involves an unknown, typically called a variable, typically

represented by an alphabetical letter.
For example, 2 + 5 = 27 is an equation and is the unknown or variable.
In what is called a linear equation, appears only to the first power, as in

the equation above. A linear equation is also called an equation of the first
degree.
The equation will become true only when x has a unique certain value, which
is called the solution of the equation. The question is: How do we find that
value?
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Consider this very simple equation: 8 = 2. "Some number subtract 8 is

equal to 2." The solution is = 10, because that is the only value of for
which the statement will be true. We say that = 10 satisfies the equation.
11.2 Operations used in transforming equations

Inverses (opposite signs) and reciprocals (the flipped fraction) are used to
transform any formula or equation.
= :
To calculate a:
Add +b (inverse of b) to both sides and obtain + = + . Then a
= b+c.
+ 3 = 10,
To calculate x:
Add -3 because -3 is inverse of +3, to both sides.
Then x + 3 3 = 10 3 to obtain = 7.
1
= 4 2 ,
4
To calculate a:
4
multiply both sides by which is the reciprocal of ,
1
1
and obtain ( ) ( ) = ( ) ( 4 2 ), the result : = 16 2 .
4
Reciprocals can be used provided that the denominator is never 0.
5 = 20,
To calculate x:
1
divide both sides by (the reciprocal of -5/1) to obtain = 4.
5
Note
To get rid of the fraction, one can flip the fraction and multiply on both
sides with the flipped fraction.
Example
m=6
Action: (34 x 43)m = 6 x 43 = 24

/3 = 8
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11.3 Equivalent equations

The term equivalent means the same. Two equations are said to be
equivalent if they are the same when they are simplified.
The equations 2 + 3 = 12 and 4 + 6 = 24 are equivalent.

However, 4x + 6y = 12 and 2x + 3y = 12 are not equivalent, since they are
not the same when simplified.
11.4 Formulas
A formula is an equation that expresses a general fact, rule, or principle.
Example
In geometry, A = r2 gives the area of a circle.
In science, F= ma is the formula to calculate force.
Example
2
Transform the equation and calculate s if =

2
2 2 2
= , then ( )2 = ( ) = ( )2 =

2
From this: 2 = 2 = .
2
Example
3
If 4 = calculate u.
16
4 4
4 3 3 3
Then = = 4 = .
16 24 2
11.5 Polynomial equations

Linear Equation with highest degree (power) of 1; example 7 = 6
Quadratic Equation with highest degree (power) of 2; example 2 + 8 + 16 = 0
Cubic Equation with degree 3; example 3 3 2 18 = 0
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11.6 Word problems

To understand any language, it is important to understand the meaning of the
words. In order to understand mathematics, it is important to understand the
meaning of the words used in mathematics.
There are two steps to solving mathematical word problems:
1. Translate the wording into a numeric equation.
2. Solve the equations find the values of the variables for the equations.
Table 2 Tips for understanding word problems

Words in problem Operation
Increased by
More than
Combined, Together
Addition
Total of
Sum
Added to
Decreased by
Minus, less
Subtraction
Difference between/of
Less than, fewer than
Of
Times, Multiplied by
Product of Multiplication
Increased/decreased by a factor of (this type can involve both addition
or subtraction and multiplication)
Per, a
Out of
Division
Ratio of, quotient of
Percent (divide by 100)
Is, are, was, were, will be
Gives, yields Equals
Sold for
Examples
1. When each side of a given square is increased by 4 metres, the area is
increased by 64 square metres. Determine the dimensions of the original
square.
2
2. Solve the equation
3
6 = 2.
3. In the formula below, solve for k.

= 2

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Answers
1. Let = side of a given square; + 4=side of the new square.
New area = Old area + 64
( + 4)2 = 2 + 64
( + 4)( + 4) = 2 + 64
2 + 8 + 16 = 2 + 64
8 = 48
x = 6 units
4
2. =2
6
6 3 6
= x2 (Multiply with reciprocal)
1 6 1
3 = 12
= 4 (Divide both sides by 3)
42
3. 2 = : (Calculate k)

2 = 4 (Cross multiply)
42
= (Divide both sides of equation by 2 )
2
Test your knowledge
1. Classify each equation according to degree:
a. 2 + 2 1 = +
b. ( + 1)2 ( 2) = 0
c. 2 4 + 3 3 5 = 0
2. A father is 24 years older than his son. In eight years he will be twice as
old as his son. Determine their present ages.
3. Solve the following equations:
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a. 3 2(6 2) = 2(2 5)
b. + 3( 4) = 4
2 +3 1
4. =
24 +1
Compiled from:
Ferreira, T. 2013.
Johnsonbaugh, R. (2009).
Midrand Graduate Institute. 2012
Safier, Fred. 1998.
Siyavula and volunteers (www.everythingmaths.co.za)
CTI Education Group

Unit 12: Solving equations simultaneously Page 87
Unit 12: Solving equations simultaneously

Learning outcome
LO2: Apply basic linear algebra concepts to solve
problems.
AC2.1: Solve linear equations simultaneously.
Learning objectives
Identify if a set of equations have no solution, a unique solution or infinite

solutions
Solve two linear equations with two unknowns simultaneously
Prescribed reading
www.everythingmaths.co.za: Siyavula and volunteers.

Everything maths grade 10 Mathematics. Version 1 CAPS.
12.1 Solving systems of two equations with two

unknowns
When two equations are solved simultaneously, it means that we are looking
for a coordinate that will solve both equations. Graphically we can determine
that coordinate by determining the point of intersection of the two graphs that
can be plotted on a graph. It is also possible to determine the point/s of
intersection algebraicly without drawing a graph.
In both scenarios we need to find the same unknown values (coordinates) that
satisfy all the equations.
Sometimes it is necessary to determine the point of intersection of a lot of

graphs, known as system of equations. In this course we will focus on the
systems which contain two unknown quantities: x and y. The graphs can be
linear (y=mx + c) or quadratic ( = 2 + + ), and we will focus on how to
determine the point(s) of intersection.
The group of equations that needs to be solved is known as a system.
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When the graphs of the system intersects at a few points, the solutions are
called unique.
If the system has graphs that are equivalents of each other, the lines are
all on top of each other, and the number of intersection points is infinite.
When the graphs in the system have the same slope, the lines are parallel
and can never intersect. There are no solutions.
The two most commonly used methods used for solving a set of two equations
with algebra are:
Substitution
Elimination (Croft & Robert, 2006:138)
12.2 Solve by substitution

Based on the suggestions of The Arizona Education Department (ADE Content
Specialists n.d.), the following steps when solving simultaneous equations by
substitution, are used:
1. Use one of the equations and write one unknown in terms of the other one
(make x or y the subject of the equation)
Example: x + y = 10, then x = 10 y or y = 10 x
2. Substitute the value for the unknown in the other equation.
3. Simplify the equation and solve the unknown value.
4. Substitute the solution into the equation derived in Step 1.
5. Solve the second unknown value.
6. Test the solutions by substituting it into the original equations.
7. Answer the question.
Example
Solve the following system of equations simultaneously.
x+3y=14 .. eq 1
2x-3y= -8 . eq 2
Perform steps 1 6 above:
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Step 1: Write x (or y) in terms of y (or x):
x=14-3y eq 3: use eq 1 and write x in terms of y: it is easier to give the

changed equation a new number: eq 3
Step 2: Substitute eq 3 now in eq 2 (note: substitute into the equation that

was not changed)
2(14-3y) -3y = -8
Step 3: simplify the equation and solve the unknown

28-6y -3y = -8
-9y = -36
y=4
Step 4: substitute the solution into the equation derived in step 1

X+3y = 14
X+3(4) = 14
Step 5: solve the second unknown value

x+12=14
x=14-12
x=2
Step 6: test the solution:

2(2) 3(12) = 4-12 = -8
This is correct.
Step 7: Conclusion: the point of intersection is the coordinate (2;4).
OR
The solution to the above system of equations is (2;4).
Note
Use the least complicated equation as substitute.
Example
3x 7y = -19..eq 1
18x + 2y = 62.eq 2
Step 1: Use eq2 (the more simple equation) and write y in terms of x (make y
the subject.)
2y=62 18x (Simplify: divide each term by 2)
y= 31 9x . eq 3 (We need to get the coefficient of y equal to one.)
Step 2: Substitute the value of y into eq 1

3x-7(31-9x) = -19
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Step 3: Simplify the equation and solve the unknown.

3x 217 + 63x = -19
66x 217 = -19
66x=-19+ 217
66x = 198 (Simplify: divide by 66)
x= 198/66 (The coefficient of x needs to be one)
x= 3
Step 4: Substitute the solution into eq 3

Y=31-9(3)
Step 5: Solve the second unknown value.

y=31-27
y=4
Step 6: Test the solution

3(3)-7(4) = 9-28=-19
Step 7: Conclusion: the point of intersection of the 2 equations is (3;4)
OR
The solution to the system of equations is (3;4).
12.3 Solve by elimination

Another method that can be used to solve a system of equations, is to
eliminate one of the unknown values.
This is possible if:
The coefficient of one of the unknown values in eq 1 is the same as the

coefficient of the same unknown in eq 2.
The coefficient of one of the unknown values in eq 1 is the same as the
coefficient of the same unknown in eq 2, but with a different sign.
Example: Addition
x + 2y =8..eq 1
-x+6y = 16 .eq 2
Add eq 1 and eq 2:
8y = 24
y=24/8
y=3
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Substitute y=3 into eq 1
Then x + 2(3) = 8
x+6= 8
x=8-6
x=2
Solution: the solution to the system is (2;3)
Worked example: Subtraction

2x-3y = -6 ..eq 1
4x-6y = -12 .eq 2
Step 1: get the coefficients of the x-values the same.

eq 1 X2: 4x 6y = -12 .eq 3
eq 2 : 4x-4y = 12 ..eq 4
Step 2: eq 3 minus eq 4:
4x-6y = -12eq 3
-(4x -4y = 12) eq 4
Then: -2y = -24
Simplify: y = 12 ( divided by 2 )
Step 3: substitute y=12 into eq 1

2x-3(12) = -6
Then 2x 36 = -6
2x = -6 + 36
2x = 30
x = 15
Step 4: Check if this is a solution:

2(15) -3(12) = 30 36 = -6
Step 5: The solution to the system of equations is (15; 12)
OR
The graphs will intersect at (15; 12).
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12.4 Self-assessment Tutorial 12A
Test your knowledge
Use the substitution method to solve the following simultaneous

equations:
a. 2 = 11, 7 + = 32
b. + = 19, + = 1
c. 2 = 2, = 5
d. 4 + 5 = 21, 3 + 5 = 17
e. 11 + 13 = 24, + = 2
f. 15 + 12 = 21, 15 5 = 55
g. 4 2 = 5, 2 + 3 = 10
Compiled from:
Ferreira, T. 2013.
Foloyan, T, (Eds). 2011.
Safier, Fred. 1998.
12.5 No solution, infinite solutions or a unique solution

A system of equations sometimes have no solution, or an infinite number of
solutions or a unique solution. The most appropriate way to determine the type
of solution a system of equations has, is to represent the equations
graphically. Sometimes it is more convenient to determine the solutions
algebraically.
Algebraic methods like substitution and subtraction or addition can be applied

to determine the type of solution (ADE Content Specialists n.d.).
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12.5.1 No solutions
If two equations do not have a solution, it means that the lines are parallel and
will never intersect.
Example
Consider the following system of equations:
4x + 6y = 24 eq 1
2x + 3y = 18 .eq 2
Simplify eq 1:
6y = -4x + 24 simplify eq 1: divide by 6

y = -4/6 x + 24/6
y = -2/3x + 4 Eq 3
Simplify eq 2:
3y = -2x + 18 simplify eq 2: divide by 3

y = -2/3 x + 6 Eq 4
Inspection will reveal that the two lines have the same slope (-2/3), but
different y-intercept values (eq 1:y-intercept 4; eq 2: y-intercept 6). These
lines are parallel.
Parallel lines will never intersect (share a same coordinate) and, therefore, do
not have a solution.
Example: Algebraic solution

Solve by using subtraction:
2x + 3y = 12
2x + 3y = 18
0+0 = -6
The answer is impossible (does not exist). If any algebraic solution does not
exist, it can be concluded that the lines are parallel, and the lines do not
intersect.
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12.5.2 Infinite solutions

When two lines are the same, there can be an infinite number of solutions.
Example
6x-10y=30 eq 1 (Simplify eq 1 (by dividing with 2): 3x -5y = 15)
3x 5y = 15 .eq 2
The two equations have the same slope (2) and y-intercept (15). This indicates
infinite solutions. This means that a unique solution cannot be calculated,
because any value for x and y will make both equations true.
An algebraically calculated answer like this means that there is not only 1
possible point of intersection, but, in fact, there are an infinite number of
points of intersection because these lines are exactly the same.
Plotting the two equations will also reveal that we are dealing with exactly the
same line.
Algebraically we can also try to find the solution set.
Make y the subject in both equations.
6 30
y= - eq 1
10 10
3
Simplify: y= -3
5
3 15
y= - ... eq 2
5 5
3
Simplify: y= -3
5
The slopes and the intercepts are the same. When these graphs are drawn, it
will show as only 1 graph because the lines will be on top of each other.
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This is further proof that the equations are the same.
12.5.3 Unique solutions

Two equations have a unique solution if there is a point of intersection if the
equations are drawn.
Consider the following system of equations:
4x-2y = 2 .eq 1
3x-y=4 eq 2
If these equations are solved simultaneously, x= 3 and y = 5.
Plotting the two equations indicates that the two lines cross each other, and
they have a unique point of intersection. The point of intersection is called the
solution of the graphs, and the solution is unique because it is the only point
where the graphs are equal.
When two lines cross each other like in the example, they have a unique
solution.
It can thus be concluded that if any two equations have values for the
unknowns, then the lines intersect and have a unique solution.
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12.6 Self-assessment Tutorial 12B
Test your knowledge
1. Use graph paper and draw accurate graphs of the following equations.
Show on your graphs the point(s) of intersection.

Write down the coordinates of the intersection.
Determine whether the solution is unique, infinite or finite.
a. 2 = 11, 7 + = 32
b. + = 19, + = 1
c. 2 = 2, = 5
d. 4 + 5 = 21, 3 + 5 = 17
e. 11 + 13 = 24, + = 2
f. 15 + 12 = 21, 15 5 = 55
Compiled from:
Ferreira, T. 2013.
Safier, F. 1998.
CTI Education Group

Unit 13: Matrices Page 97
Unit 13: Matrices

Learning outcomes
LO2: Apply basic linear algebra concepts to solve
problems.
Assessment criteria
AC2.2: Use fundamental mathematical operations to
construct and manipulate 2x2 matrices.
Learning objectives
Identify if a set of equations have no solution, a unique solution or infinite

solutions.
Determine the dimension of a matrix and construct a matrix.
Do calculations with 2x2 matrices.
13.1 Notation
The coefficients of expressions can be grouped in one pair of square brackets
4 5
marked with a capital letter. This is known as a matrix. Example: A = [ ]
1 6
Matrices are used to solve a system of equations simultaneously.
13.2 Dimension of a matrix

Dimension of a matrix is determined by the number of rows and the number of
variables in each expression. It is always expressed as number of rows x
number of columns.
Example
An expression 2x + 3y has 2 variables: x and y:
If we write only the coefficients of the expression down, we get 2 and 3

If we put 2 and 3 in square brackets [ ] we get a matrix: [2 3]
Because it is only one expression it is a one row matrix.
There are two variables so A is a 2 column matrix.
A is now called a 1 X 2 matrix.
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Example
Given the following expressions:
4x + 5 y and -1 + 6 Y
There are 2 expressions 2 rows

There are 2 variables (x and y) 2 columns
Coefficients (4 and 5) in row 1 and coefficients (-1 and 6) in row 2
construct the following matrix:
4 5
A=[ ] A is a 2 x 2 matrix
1 6
Example
2x + y + 3z and 4x 5y + 6z

There are 3 variables 3 columns
This group of coefficients can be written as:
2 1 3
B=[ ] B is a 2 x 3 matrix
4 5 6
Example
-3x + 4y; 5x 2y; and -1 + 7y

There are 2 variables 2 columns
This group can be written as:
3 4
C=[5 2] C is a 3 x 2 matrix.
1 7
13.3 Shape of a matrix

13.3.1 Square matrix
The shape of the matrix is a square.
The number of rows = number of columns

Any 2x2 matrix [ ] and any 3x3 matrix [ ] have square shapes.

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13.3.2 Rectangular matrix

The shape of the matrix is rectangular.
The number of rows number of columns.
Any 1 x 2 matrix [ ] , shape is rectangular

2x3 matrix [ ] , shape is rectangular

and 3x2 matrix [ ] has a rectangular shape

13.4 Calculations with matrices

Only matrices with the same dimensions can be added or subtracted
The same positions are added or subtracted
Examples
4 5 2 1
A=[ ] and B = [ ]
1 6 3 5
4+2 5+1 6 6
A+B=[ ] =C [ ]
1 + 3 65 2 1
42 51
A-B= [ ] = D [2 4 ]
1 (3) 6 (5) 2 11
24 15
B - A =[ ] = [2 4 ]
3 (1) 5 6 4 11
A-B B-A
13.4.2 Multiplication with a scalar

4 5 2 1
Given A = [ ] and B = [ ]
1 6 3 5
4 5 ( 2)(4) (2)(5) 8 10
then 2A = 2 [ ]= [ ]=F [ ]
1 6 (2)(1) (2)(6) 2 12
2 1 (3) (2) (3)(1) 6 3

-3 B = -3 [ ]=[ ] =G [ ]
3 5 (3)(3) (3)(5) 9 15
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13.5 Determinant | |
Note
Do not confuse this with absolute values.
A 2x2 matrix is changed into a scalar or one mathematical number.

The brackets [ ] of the matrix changed into | |
The answer is a rational number (scalar).
Example

1. If K = [ ]

Then determinant of K =|| = | | = (ad) - (bc)

2. If M = [2 3] then || = |
2 3| = (2) (5) (3) (4)
4 5 4 5
2 1
3. If B = [ ] then | | = |2 1 | = (2) (-5) - (1) (3) = -10 3 = -13
3 5 3 5
Test your knowledge
1. Rewrite the following expressions as a matrix:
a. (x + y) and (4x + 3y)
b. (2x + 3y + 4m) and (7x + 6y - 2m)
c. (2x - 6v + 3k) and (x + y - 2k) and (3x + 3y - 5k)
d. (x + y) and (3x y) and (2x + 2y)
2. Determine the shape of the matrices (a-c) above
3. Determine the dimension of the matrices (a-c) above
CTI Education Group

4. Calculate the determinants:

9 7
a. | |
1 1
8 7
b. | |
2 1
0 1
c. | |
1 0
8 0
d. | |
0 11
5. Determine the determinant of the following matrices:
9 5
a. A= [ ]
2 0
6 45
b. B=[ ]
2 15
6 45
c. C=[ ]
2 15
9 5
d. D=[ ]
0 1

e. E=[ ]

6. Add the matrices:
a. [
4 9] and [7 9
]
3 7 3 4
b. [
2 4 ] and [1 0]
6 10 0 1
c. [1 3] and [8 4
]
2 2 2 1
d. [9 2] and [3 2
]
4 1 5 4
e. [
2 1 ] and [4 2
]
5 3 9 5
CTI Education Group

f. [
2 3] and [ 2 2]
4 5 1 4
7. Subtract the matrices:
9 5 6 45
a. A= [ ] - B=[ ]
2 0 2 15
6 45 9 5
b. C=[ ]- D=[ ]
2 15 0 1
Compiled from:
Ferreira, T. 2013.
Haggarty, R. 2002.
Jonathan Marsch and Samuel Omonijo. July 2012.
CTI Education Group

Unit 14: Vectors and lines Page 103
Unit 14: Vectors and lines

Learning outcome
LO3: Demonstrate understanding of core mathematical
concepts in geometry, trigonometry, number
systems and elementary logic.
AC3.1: Basic knowledge of vectors and lines.
Learning objectives
Draw vectors
Do calculations with vectors
Transpose vectors
14.1 Line
A line has infinite length. Notation .
Example:
P Q
14.2 Line segments

A line segment has a specific length. Notation
. A line segment is a part of a
line.
Example:
E F
14.3 Vector
A quantity with both magnitude and direction is called a vector quantity. A
vector is a directed line segment with the direction indicated by the positions of
the initial point and the terminal point of the directed line segment.
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Examples: force, velocity, acceleration and linear displacement.
B N
W N E
Examples: 4
cm
Notation: = 4cm N. A S
L
E
Vector EF is 5cm S
5
5 Vector FE is 5cm N
c
c
K VectormKL is 5cm NE m
F
P 4cm Q
D Vector CD E
is 4cm N

=

4 M N

c
m =
C 4cm
W
14.4 Equivalent vectors

Two vectors are equivalent if they have the same direction AND size
(magnitude).
Equivalent vectors are copies of each other.
If = 3cm East and = 3cm East Then =

C D E F
D
E
14.5 Parallel vectors
F
Two vectors that have the same direction or exactly the opposite direction are
E
parallel.
F
Type equation here.
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// //

J L
I H
K
G
14.6 Inverse of a vector

A vector that has the same length as the original but opposite direction.
Example: vector AB has length 3 direction East.

Vector AB (or vector BA) has length 3 direction west.
The length of vector BA is not -3, because length can never have a negative
value.
It has length 3, but we change the direction to west.
AB BA. The directions differ.
14.7 Scalar
A quantity with no direction is called a scalar. Examples: mass, length, time,
any number.
14.8 Addition of vectors

14.8.1 Vectors that have the same direction
To add vectors that are in the same direction, keep the direction and add the
numbers
+
= 7
2cm E 5cm E
14.8.2 Vectors that have different directions

Two methods are commonly used:
Parallelogram method
Triangle method
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14.8.2.1 Parallelogram method

Given . Then + is the vector formed as follows: Place a copy of
with its initial point (head) at the terminal point of (tail). The vector + is
the vector that connects the head of vector with the tail of . Determine the
final direction of the vector +
14.8.2.2 Triangle method

Given . Then + is the vector formed as follows: Place a copy of
with its initial point (head) at the terminal point of (tail). The vector + is
the vector that connects the head of vector with the tail of . Determine the
final direction of the vector +
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14.9 Multiplication of a vector by a scalar

Multiply the length of the vector with the scalar (number) in front of the
vector. If the number is positive, keep the direction.
If the number is negative, change the direction to the opposite direction, but
keep the length positive. Length is never negative. (Refer to absolute values.)
Example
Vector w = 2cm North East (NE)
w = 1
cm NE )
2w = 4cm NorthEast (NE)
-2w = 4cm South West

(Note: length is always +)
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Test your knowledge
1. Draw the following:
a. Draw line MN.

b. Draw
= 5cm.
c. Draw vector AB = 4cm N.
d. Draw vector XY = 4cm SE.
e. Draw = 5cm NW.
f. Draw south.
2. Draw vector CD 2cm west and vector GH 2cm east. Are the vectors
equivalent, parallel or neither of these?
3. Draw vector QR 4cm east and vector EF 3cm east. Are the vectors
equivalent, parallel or neither of these?
4. Draw vector EF 2cm west and vector NM 2cm west. Are the vectors
equivalent or parallel?
5. Draw vector v and vector -v.
6. Use the triangle method. Draw the following vectors:
a. If = 3 = 2 , draw and measure +

b. If = 3 = 3 , +
c. If = 3 = 4cm N, draw and measure +
7. Use the parallelogram method. Draw the following vectors:
a. If = 3 = 5 , draw and measure +

b. If = 3 = 2 , +
c. If = 3 = 4cm N, draw and measure +
Compiled from:
Ferreira, T. 2013.
Jide-Akinwale, E. 2013. Richard Johnsonbaugh. 2009.
CTI Education Group


Loots, K., Loots, L & De Lange, C. 2006.
Midrand Graduate Institute. 2012.
Safier, Fred. 1998.
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CTI Education Group

Unit 15: Triangles and Pythagoras theorem Page 111
Unit 15: Triangles and Pythagoras theorem

Learning outcome
Assessment criteria
AC3.1: Basic knowledge of vectors and lines.
AC3.2: Solve geometrical problems using the sine, cosine,
tangent and a combination of trigonometry
functions.
Learning objectives
Apply terminology of triangles

Understand and apply Pythagoras theorem
Do calculations using trigonometry ratios
15.1 Properties of triangles

Triangles have three sides, and three angles.
The sum of the three angles is always 180.
The longest side of the triangle is opposite the biggest angle of the triangle
The shortest side of the triangle is opposite the smallest angle of the
triangle.
15.2 Notation
In any triangle we note:
All angles are marked in capital alphabetic letters.

All sides are marked in lower case alphabetical letters that are the same as
the capital letter of the opposite angle.
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q = AR
r= opposite
AQ
opposite
R
Q
a = QR
opposite
15.3 Classification of triangles

There are four main groups:
15.3.1 Equilateral triangle

All sides are equal, and all angles are equal.
A=B=C = =
B C
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15.3.2 Scalene triangle

Three unequal sides and three unequal angles:
All angles are acute

(smaller than 90) One angle is
bigger than 90
15.3.3 Isosceles triangle

Two equal sides, one unequal side. The angles adjacent to unequal side are
equal.
DE=DF
F
E
D = E
CTI Education Group

15.3.4 Right-angled triangle

One of the angles of the triangle is 90.
hypotenuse
CB is the side
opposite

A
B
AB is the side adjacent

to
In triangle ABC angle B is the 90 angle (right angle).
The side joining points A and C is referred to as AC.
The angle A can be written as or BAC or .
The side opposite is BC.
The side adjacent to is AB.
The side opposite the right angle is the longest side and is called
hypotenuse and is AC.
15.4 Trigonometry ratios

Sin =

Cos =

Tan =

In order to use the trigonometry functions, it is important to make sure from

which angle are you looking at the sides of the triangle.
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hypotenuse
CB is the side
opposite
B A
AB is the side adjacent to YOU
Compiled from:
Jide-Akinwale, J. (Ed). 2013.
C
YOU
hypotenuse
CB is the side
adjacent to

B A
AB is the side opposite to
To do calculations, you stand at the angle that you are asked to calculate, and
change the names of the sides according to your position. The angles do not
change position, YOU change position.

Sin = but Sin =

Cos = but Cos =

Tan = but Tan =

CTI Education Group

Test your knowledge
Answer the following questions:
3 5
E F
a. Which side is opposite ?

b. Which side is adjacent to ?
c. Which side is the hypotenuse?
d. Write down the formula for sin?
e. Write down the formula for cos?
f. Write down the formula for tan?
Given the following triangle:
2
1
30
B 3 C
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a. Which side is opposite 30 ?

b. Which side is adjacent to 30?
d. Write down the formula for sin 30.
e. Write down the formula for cos 30.
f. Write down the formula for tan 30.
Given the following triangle:
2
1
45
R
Q
1
a. Which side is opposite 45

b. Which side is adjacent to angle QRP?
d. Write down the formula for, and values of sin 45?
e. Write down the formula for, and values of cos 45?
f. Write down the formula for, and values of tan 45?
Determine the following:

a. In ABC, A = 75 and B = 40. Calculate C.
b. In DEF, D = 30 and E is twice F. Calculate E and F.
c. An isosceles triangle POR has P = 120. Calculate Q and R.
d. In , K = 50 and M = 58. State:
i. The longest side
ii. The shortest side
e. The base angle of an isosceles triangle is 66. Calculate the angles of the
triangle.
Compiled from:
Efi Jide-Akinwale, Jan 2013.
CTI Education Group

Ferreira, T. 2013.
15.6 Pythagoras theorem

Pythagoras was a Greek mathematician who formulated a theorem to calculate
the sides of any right angled triangle. (Croft, A. & Davison, R., 2006)
Given the triangle below:
b=hypotenuse = AC
c=AB
B C
a = BC
Pythagoras theorem is, based on the above example: b = a + c
Then b = +
And c = b - a
c =
and a =
Example
In the above triangle ABC:
If AB = 4cm and BC = 3cm, calculate AC
b = a + c
= 3 + 4
=9 + 16
= 25
Then b = 25
b = 5cm
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Example
Use the above triangle ABC
If AC = 6cm, and AB = 2, calculate BC
b = a + c
a = b - c
a = 6 - 2
= 36 4
= 32
a = 32
Test your knowledge
1. Answer the following:
a. State Pythagoras theorem.

b. Explain what is meant by the hypotenuse of a
triangle.
2. Calculate
a. = 90. If EF = 30cm and EC = 17cm,

calculate the length of CF.
b. PQR has Q = 90. Given PQ = 1,2m and PQ =
1,7m calculate the length of PR.
c. LM as the hypotenuse of a 90 triangle.
Given KL = 10cm and LM = 30.
i. Which angle is 90?
ii. Calculate the length of KM.
3. = 90. If AC = 14cm and BC = 17cm,

calculate the length of AB.
CTI Education Group

4. Given the following triangles i iii:

iii
X
Y
A i
10
15
ii
4,5 7,5 1
D 3

F Z
9,1
B C
For every triangle:
a. Find the value of the unknown side of each triangle.

Leave the answer in surd form.
b. Write down the hypotenuse of each triangle.
c. Write down the side that is opposite the given angle.
d. Write down the side that is adjacent to the given angle.
Compiled from:
Ferreira, T. 2013.
Marsch, J. & Samuel Omonijo. 2012.
Safier, Fred. 1998.
CTI Education Group

Unit 16: Number bases (decimal and binary) and elementary logic Page 121
Unit 16: Number bases (decimal and binary) and

elementary logic

Learning outcome
Assessment criteria
AC3.4: Convert numbers to and from a decimal system to a
binary system.
AC3.5: Evaluate propositions and composite propositions.
Learning objectives
Understand the decimal system

Understand the binary system
Be able to convert numbers from decimal system to binary system
Be able to convert numbers from binary system to decimal system
Understand and apply the symbols used in logic
Construct elementary truth tables
Rewrite compound propositions in words
16.1 Decimal system

The numbers we use are based on 10. Every number has base 10. When
we use 10 as a base, we say we use the decimal system.
In a decimal system we use powers of 10.
In the decimal system there are 10 numbers: 0,1,2,3,4,5,6,7,8,9.
Example
Consider the following decimal number: 345, 678
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This number can be written as:
H T U t h th
3 4 5, 6 7 8
10 10 10 10 10 10

From the above table 345, 678 can be written as:
6 7 8
345, 678 = 3 (100) + 4 (10) + 5 (1) + + +
10 100 1000
345, 678 = 3(10 ) + 4(10 ) + 5(10 ) + 6(10 ') + 7(10) + 8(10)
From this it is clear why we refer to this as base 10 or
Note
We do not write the number 10 at the base when the decimal system is used.
16.2 The concept of bases other than base 10 (decimal

system)
The binary system has only numbers 0 and 1.
When we use 2 as a base, we use a binary system. The binary system is
based on powers of 2.
Numbers in base 2 are called binary digits or bits.
Binary numbers have important applications in computer science and
electronic engineering.
16.3 Converting from binary to decimal

Example
Convert 11010112 to decimal
Step 1: Draw a base 2 table and fill in the values of the numbers given:
26 25 24 23 22 21 20
1 1 0 1 0 1 1
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Step 2: Calculate the values in each column and add to get a final answer base
10.
11010112 = 1(2) +1(25 ) +0 (24 )+ 1 (2) + 0 (2) + 1 (2) + 1 (2)
= 64 +32 + 0 + 8 + 0 + 2 + 1
= 10710
Hence 11010112 = 10710 = 107 are equivalent.
Test your knowledge
1. Complete the following:
a. Convert 110101 to decimal

b. Convert 1010101 to decimal
c. Convert 111111 to decimal
16.5 Converting from decimal to binary

Two methods can be used:
16.5.1 Method 1: Table method

Draw a table containing all the values of the powers of 2
210 29 28 27 26 25 24 23 22 21 20
1024 512 256 128 64 32 16 8 4 2 1
Example
Convert 10010 to base 2
Step 1:
100 = 64 + 36 Use values from the table

= 64 + 32 + 4
Step 2:
CTI Education Group

Fill these values in the corresponding powers in the table
26 25 24 23 22 21 20
64 32 16 8 4 2 1
1 1 0 0 1 0 0
10010 is equivalent to 1100100
Example
205 = 128 + 77
= 128 + 64 +13
= 128 + 64 + 8 + 5
= 128 + 64 + 8 + 4 + 1
27 26 25 24 23 22 21 20
128 64 32 16 8 4 2 1
1 1 0 0 1 1 0 1
16.5.2 Method 2: Division method

Example
We divide by 2 repeatedly and note the remainder.
100 2 = 50 remainder 0
6 2 = 3 remainder 0
32=1 remainder 1
12=0 remainder 1
To obtain the binary number we write out the remainder from the bottom
to the top
1100100
CTI Education Group

Example
Convert 205 to base 2:
205 2 = 102 remainder 1

62=3 remainder 0
32=1 remainder 1
12=0 remainder 1
Write from bottom to top: 11001101
is equivalent to 11001101
(Croft & Davison, 2006)
Test your knowledge
1. Convert the following decimal numbers to binary numbers:

a. 21
b. 38
c. 85
d. 797
e. 1281
2. Convert the following binary numbers to decimal numbers:

a. 11
b. 1111
c. 10101
d. 11100
e. 1110001
f. 111000001
g. 100001
3. What is the highest number that can be written in binary form using a
maximum of:
a. 2 binary digits
b. 3 binary digits
c. 4 binary digits
d. 5 binary digits
CTI Education Group

Compiled from:
16.7 Elementary logic

The mathematics used in IT is based on a system similar to the binary number
system. This mathematics require good reasoning skills, which is, like algebra
and geometry, also based on specific laws.
There exists a specific language and rules when elementary logic is used.
The symbols used are 1; 0 ; or T ; F.

If any answer is possible, the symbol1 or true (T) is used.
If the answer is not possible, the symbol 0 or False (F) is used.
.
16.7.1 Definitions
16.7.1.1 Propositions
A proposition is a statement that is either true (T) or false (F): it can only be
possible (True) or it is not possible (False).
Instead of writing the proposition, we refer to it with an alphabetical letter.
Examples of single propositions
Q: One plus one is three (T or F)

K: A triangle has 3 sides. (T or F)
R: Tshepo passed the exam (T or F)
16.7.1.2 Not propositions

A statement is sometimes only for some people true or false. It is impossible to
assign true or false to it because true and false for that statement is not
universal.
Statements with words like funny, good, warm, interesting do not have
consistent answers because they differ from person to person .e.g. the exam
was good/ easy/difficult, the joke is funny, the water is warm.
Examples of statements that are not propositions:
It is beautiful: beauty is not the same for different people.

Mathematics is easy/difficult: easy/difficult is not the same for different
people.
Note
This true or false is only applicable in the context of mathematics.
CTI Education Group

16.7.1.3 Truth tables

Given
Q: One plus one is three (T or F)
The possibilities are:
T
From the possibilities we can draw a table, called a truth table.

We can construct a truth table for Q and K:
Q
T
F
K
T
F
16.7.1.4 Compound Propositions

A compound propositions (joined propositions) has two propositions, that
again, can be true or false.
X: A triangle has three sides or one plus one is three.

Y: One plus one is three and a triangle has three sides.
If the T and F values are used, the following truth table can be drawn:
X Y
T T
T F
F T
F F
CTI Education Group

16.8 Logic
Logic is the study of whether an argument is sound, and can lead to valid
conclusions.
Symbols are used to join propositions to form compound propositions.
16.8. 1 Symbols
^ (And): This means conjunction (intersection)
V (Or): This means disjunction (union)
or ( ) (Negation or complement): this means NOT
Negation
A A
T F
F T
If it is true that grass is red, then A must clearly be false.

If it is false that grass is red, then A must clearly be true.
Conjunction
A conjunction is only true if both propositions are true; otherwise it is false.
Conclusion: T T will give T.
Example
For a ladies night at a night club you must be female and over 18 both must
be true before you are allowed in.
Disjunction
A disjunction is true if one of the conditions is true.
Example
For entrance to a nightclub a person must be female OR over 18- as long as
one of the conditions is met, a person may enter this nightclub. Conclusion: 1
T will give a T.
16.9 Truth tables

Refer to section on compound propositions. If we are given a compound
proposition two propositions joined by a symbol we can draw a truth table
to determine possibilities.
CTI Education Group

Example 1
X: A triangle has three sides or one plus one is three.
Y: One plus one is three and a triangle has three sides
The truth table for a conjunction: X ^ Y:
X Y X ^ Y.
T T T
T F F
F T F
F F F
The truth table for a disjunction X V Y:
X Y XVY
T T T
T F T
F T T
F F F
A truth table lists all the possible combinations of truth values of the simple
propositions together with the resulting truth values of the compound
propositions. All possible outcomes are combined in 1 truth table:
X Y X Y X^Y XVY
T T F F T T
T F F F F T
F T T T F T
F F T T F F
Example
A: Grass is red.
B: The switch is open.
The truth table for a conjunction: A ^ B.
A B A ^ B.
T T T
T T F
F F F
F F F
CTI Education Group

Examples
Q: One plus one is three. (T or F)
Q ^ K : means one plus one is three and a triangle has 3 sides.
Q V K: means one plus one is three or a triangle has 3 sides.
Q: means one plus one is three. (F ) changes to one plus one is NOT
three .(T)
K: means a rectangle has 4 sides (T) changes to a triangle does NOT

have 3 sides..(F)
16.10 Self-assessment Tutorial 16C
Test your knowledge
Given the following propositions:
A: Grass is red.
B: The switch is open.
1. State in words:
a. A ^ B
b. A V B
c. A
d. B
e. A V B
f. A ^ B
2. State in symbols:
a. The switch is open and grass is red
b. The switch is not open
c. Grass is not red
d. The switch is open or grass is red
e. The switch is open and grass is not red
CTI Education Group

Compiled from:
Gaddis, T. 2013.
Haggarty, R. 2002.
Stein, S., Drysdale, R. & Bogart, K. 2011.
CTI Education Group

CTI Education Group

Unit 17: Sets Page 133
Unit 17: Sets

Learning outcome
LO4: Use elementary statistical concepts.
AC4.1: Understand and apply the basic concepts of sets.
Learning objectives
Draw Venn-diagrams
17.1 Definition
A set is a collection of clearly defined objects or ELEMENTS ()
17.2 Notation
The set is marked by a capital letter of the alphabet. All the items inside the
set is put within { } brackets.
To illustrate a set, we use a circle named with a capital alphabet letter.
Example
C= { 3; 6; 9; 12 } and F = { 2 ; 4 ; 5 ; 8 } and G = { 2 }
3 C means 3 is an element of set C.

7 C means 7 is not an element of set C.
F G
C
3 6 24 2
12 9 58
CTI Education Group

17.3 Number of elements

Use the above diagrams.
Set C has 4 elements. Set F has 4 elements. Set G has 1 element.
n(C) = 4
n(G) = 1
n(F) = 4
Note
Set C Set F
17.4 Order of elements

The order of the items inside the brackets is NOT important.
D = {9; 3; 12; 6} = {3; 6; 9; 12}
17.5 Equal sets

If C= { 3; 6; 9; 12 } and D = { 9 ; 3 ; 12 ; 6 } and F = { 2 ; 4 ; 5 ; 8 }
Set C = Set D
Set C Set F
17.6 Finite set

If the number of items in the set can be counted from beginning to end, the
set is finite. Example: A is a set containing all the months of the year.
17.7 Infinite set

If the number of items in the set cannot be counted from beginning to end, the
set is infinite.
Example: B is a set containing all the integers (Z). B = { ..-2; -1; 0; 1; 2; 3;

.}
17.8 Empty set

If a set has no elements, it is empty. The symbol used is or { }.
If two sets do not intersect, the set that contains the elements of their
intersection is empty.
Note: the intersection is not 0, it is .
CTI Education Group

Example: M is a set containing the number of CTI students that can be driving
in a Mercedes and in a Porsche motor at the same time.
M = { } or M = .
17.9 Venn-diagram
If sets are illustrated as circles inside a rectangle, the diagram is called a
Venn-diagram.
The universal set is illustrated as a rectangle, with the subsets (all the sets
that contain elements from the universal set) as circles inside the rectangle.
17.10 Universal set ()

The set = containing all the elements from which a smaller set (example:
set A) was chosen. The universal set is drawn as a rectangle, and all the sets
that contain elements from the universal set are drawn as circles inside the
rectangle.
Example
If = { 1;2; 3; 4; 5; 6; 7; 8; 9; 12 }, then C = { 3; 6; 9; 12 } was chosen
from .
This can be illustrated with a diagram, called a Venn-diagram.
1 2 C
4 7 3 6
5 8 9 12
CTI Education Group

17.11 Subset
If = {1;2; 3; 4; 5; 6; 7; 8; 9; 12} and D = {2; 3; 4; 5; 6; 8; 12} ,
then C = {2; 4; 5; 6} is a subset from , written as

D
2
1 4
12 C
3 5
9 6
8
7
17.12 Complement or C
Refer to the Venn diagram used in 16.11. All the elements that are not in set C
form the complement of C.
Example
If = { 1; 3; 7; 8; 9; 12 } then C = { 2; 4; 5; 6; }.
= { 1; 3; 7; 8; 9; 12}
= { 1; 7; 9 }
And
Test your knowledge
1. Given = { 1 ;2 ; 3 ; 4 ; 5 ; 6 ; 7 ; 8 ; 9; 10 }
A = { Even numbers}
B = { uneven numbers}
C = { prime numbers}
a. Write down the elements of each set.

b. State .
CTI Education Group

c. Write down the complement of C.

d. State .
e. Are there any numbers that are the same in set A and set C? Give
examples.
f. Are there any numbers that are the same in set A and B? Give
examples.
17.14 Intersection of sets

Given the following sets:
= {alphabet}
K = { a; b; c; d; e; f; y; w}
L = { d; e; f; I; k; m; p; x; y}
M= { d; e; f; q; r; t; w; x}
It is obvious that there are elements that are the same in all 3 the sets.
We can illustrate this with a diagram:
K M
a y
bc l m
p k
def
w x
h i j qrt
nog v
suz L
K M The intersection between K, L, M is {d; e; f}. Although it is in all the

sets, we only write each element once.
CTI Education Group

K M
a y
bc l m
p k
def
w x
h i j qrt
nogv
suz L
KL (the intersection between K and L) is {e; f; d; w}
K M
a y
bc l m
p k
def
w x
h i j qrt
nogv
suz L
L M (the intersection between L and M) is {e; d; f; x}
K M
a y
bc l m
p k
def
w x
h i j qrt
nogv
suz L
K M (the intersection between K and M) is {e; d; f; y}
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K M
a y
bc l m
p k
def
w x
h i j qrt
nogv
suz L
17.15 Union of sets

All the elements of all the sets put together as 1 set. The elements are only
written once in the new set.
H= {1; 3; 5; 7; 9} and J = {5; 7; 9; 10; 11; 12}
H J = {1 ; 3 ; 5 ; 7 ; 9 ; 10 ; 11 ; 12}
1 3 5 7 11
9 10 12
5 7 J
H J
5 10
1 7 11
3 9 12
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Test your knowledge
1. Draw a Venn-diagram of the following sets:
= {0; 2; 3; 8; 9; 10}
X = {1; 3; 5; 8; 6}
Y = {3; 6; 4}
Determine from the diagram the following sets:
a. X U Y
b. X Y
c.
d.
2. Draw a Venn-diagram of the following:
= {1; 2;3; 4;5;6;7;8;9; 10}

A= { even numbers }
B = uneven numbers
C = {prime numbers}
Determine from the diagram the following:

a. A B
b. A U B
c. Not A
d. Not B
e. A C
f. B C
g. A U B U C
h.
3. Draw a Venn-diagram of the following sets:
= { first 12 letters of the alphabet}

D = { a; b; c; d; e; f}
E= { c ; e ; f ; g ; h ; I ; j }
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Determine from the diagram the following sets:
a. D E
b. D U E
c.

d. Not E
e. Not (D U E)
f. Not (D E )
Compiled from:
Ferreira, T. 2013.
Haggarty, R. 2002.
Safier, F. 1998.
Siyavula and volunteers (www.everythingmaths.co.za)
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Unit 18: Introduction to statistics Page 143
Unit 18: Introduction to statistics

Learning outcome
LO4: Use elementary statistical concepts.
Assessment criteria
AC4.2: Set up frequency distribution tables.
AC4.3: Use formulas to calculate the mean, median,
frequency and mode of a set of data values.
Learning objectives
Calculate the mean, mode and median

Set up frequency tables
18.1 Definitions
18.1.1 Statistics
Statistics is the collection, classification and interpretation of data.
18.1.2 Data
Data is mathematical information. Data must always first be sorted before any
calculations or interpretations are made.
Example
The following are the marks (out of 10) which a group of 30 students obtained
in a tutorial.
3 1 2 6 3 3 7 2 3 8
9 4 5 7 8 1 9 6 2 10
7 9 6 6 5 4 5 5 5 6
18.1.3 Frequency
Frequency is the number of times a number or item occurs.
18.1.4 Frequency table

A frequency table is a summary of the times that a number or item occurs.
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Example
The following are the marks (out of 10) which a group of 30 students obtained
in a tutorial.
5 6 7 8 5 1 2 9 5 5
1 3 2 9 7 9 10 6 4 5
2 3 3 4 8 6 7 6 5 6
Set up a frequency table and answer the following questions:
a. Which mark appears the most frequently (highest frequency)?

b. Which mark appears the least frequently?
c. How many student scored 6 out of 10?
d. How many students scored 1 out of 10?
e. How many students scored 9 out of 10?
f. How many students scored 70% or more?
g. How many students scored more than 70%?
Answer
Mark out of 10 Tally Frequency (f)
1 // 2
2 /// 3
3 /// 3
4 /// 3
5 ////// 6
6 ///// 5
7 // 2
8 // 2
9 /// 3
10 / 1
30
5
a.
10
10
b.
10
c. 5 pupils
d. 2 pupils
e. 3 pupils
f. 8 pupils
g. 6 pupils
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Test your knowledge
1. There are 36 pupils in a class. Their participation in winter sports has been
recorded as:
R: Rugby C: Cricket H: Hockey S: Soccer N: Netball Z: no sport
R N H R S R
R H R Z R S
C N R R S R
Z R C N H H
N C H Z Z N
R R S C S Z
a. Set up a frequency table.

b. Which sport is the most popular?
c. Which sport is the least popular?
d. How many students hit a ball with a bat?
e. How many students kick a ball?
f. How many students do not participate in any sport?
g. What fraction of the class plays hockey?
h. What percentage of pupils plays a sport?
2. Twenty-five spectators at a soccer match were asked to state their ages.

These were recorded as:
17 27 22 62 28
27 22 34 25 25
25 17 25 27 22
37 25 45 37 40
25 25 37 38 17

b. What age group had the highest frequency?
c. Which age group had the lowest frequency?
d. What fraction of the group is 25 or older?
e. What percentage of these spectators are younger than 37?
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18.3 Interpretation of data

18.3.1 Frequency (f)
Frequency means the number of times a certain value appears.
18.3.2 Average (mean) ( )

=

=1
=

18.3.3 Mode
It is the number occurring most often. It is the number with the highest
frequency.
18.3.4 Median
It is the number exactly in the middle of data sorted in ascending order.
How to determine the median:
Sort the data from lowest to highest value.

+1
First find the position:
2
Then find the value: Write down the value of the number in the
determined position.
18.3.5 Range
The range is: highest number lowest number + 1
Examples
1. Given the following numbers:
8 7 1 6 3 2
5 5 5 4 6

b. Determine the frequencies.
c. Calculate the mean (average).
d. Determine the mode.
e. Determine the median.
f. Determine the range.
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Answers
a.
Number Tally Frequency (b.)

1 / 1
2 / 1
3 / 1
4 / 1
5 /// 3
6 // 2
7 / 1
8 / 1
11

c. Mean ( average ) =

8+7+1+6+3+2+5+5+5+4+6
=
11
52
=
11
= 4,73
d. Mode: the highest frequency is number 5
e. Median: Use the sorted numbers.

+1
Position:
2
11+1
=
2
=6
The value of position 6 is 5
f. Range = 8-1+1=8
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Test your knowledge
1. Given the set of data { 10; 20; 30; 40 ; 50}

a. What is the mean?
b. What is the mode?
c. What is the median?
2. Given the set {11 ; 13; 87; 3; 65; 98; 1 }

a. How many numbers in the set?
b. What is the mean?
c. What is the mode?
d. What is the median? Hint: sort the data.
3. Given the set {11; 13; 87; 3; 65; 98; 1; 4}

b. What is the median?
c. What is the mean?
4. Given the data set { 1; 1; 4; 5; 5; 5; 7; 7; 8; 9; 9; 11; 11 }

b. Find the mode.
c. Find the mean.
d. Find the median.
e. What is the range?
5. Given the following:
Value Count (f)(x)

(x) (frequency = f) (calculate and
complete the table)
1 3
3 2
4 4
5 3
6 2
9 3
10 3
=
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a. How many numbers are in the set?

b. What is the total of all the numbers?
c. Find the mode.
d. Find the mean.
e. Find the position of the median.
f. Find the value of the median.
g. What is the range?
6. Determine the:
a. Average
b. Mode
c. Median
d. Range
of each of the following groups of numbers:
i. 5; 10; 12; 5; 5; 14; 6; 10; 12; 5

ii. 3; 6; 8; 1; 9; 1; 4
iii. 5; 6 ; 8 ; 9 ; 6 ; 5 ; 6 ; 9; 5 ; 6 ; 8 ; 9
7. The heights (in cm) of students are given below.
142; 180; 172; 132; 195; 184; 159; 160; 153; 172; 175; 178; 172; 183;
165
a. How many students were measured?

b. What is the average height of these students?
c. What is the range?
d. Determine the mode.
e. How many students are shorter than the average height?
f. How many students are taller than the average?
Compiled from:
Ferreira, T. 2013.
Jide-Akinwale, E. & Ferreira, T. 2013.
Safier, F. 1998.
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Glossary Page 151
Glossary
Term Definition
A mathematical operation that unites two separate
Addition quantities into one sum. 2 + 2 = 4 is an example of
addition.
The instructions and drawings that are used to manufacture
Blueprint
a part.
A mathematical operation that indicates how many equal
Division quantities add up to a specific number. 8 4 = 2 is an
example of division.
Another term for a power. The exponent is the smaller
Exponent number above and to the right of the number being
multiplied by itself.
A mathematical expression with two numbers placed above
Fraction and below a division line indicating the number of divisions
or portions and the size of each division or portion.
Mathematical symbols indicating that operations contained
Grouping symbols within the symbols must be solved before moving on to
other operations.
Any number included in either the set of whole numbers or
Integer their matching negative values. The numbers -3, -2, -1, 0,
1, 2, and 3 are all examples of integers.
The study of numbers and quantities and their relationships.
Mathematics Mathematics requires an understanding of the logic and
rules used to solve numerical problems.
A mathematical operation that indicates how many times a
Multiplication number is added to itself. 2 x 4 = 8 is an example of
multiplication.
The mathematical rules that determine the correct order for
solving any sequence of mathematical operations. Powers
Order of operations
and roots are solved before multiplication and division
which, in turn, are solved before addition and subtraction.
A mathematical operation indicating how many times a
Power number is multiplied by itself. 23 = 2x2x2= 8 is an example
of a power. Another term for exponent.
A mathematical operation indicating which unknown
number, multiplied by itself a specific number of times,
Root
equals the number included inside the root sign. The "square
root" of 81 equals 9 is an example of a root.
The most common root, indicating which unknown number
Square root multiplied by itself equals the number inside the square root
sign.
A mathematical operation that takes away a quantity from a
Subtraction
larger whole. 4 2 = 2 is an example of subtraction.
Any number contained in the sequence 0, 1, 2, 3, and so on.
Whole number
Can be positive or negative.
The symbol indicating the absence of a quantity or amount.
Zero On a number line, zero indicates the point where negative
numbers change into positive numbers.
Source: www.toolingu.com
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Glossary Page 152
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Bibliography Page 153
Bibliography
This study guide was compiled from:
Croft, A. & Davison, R. 2006. Foundation Maths. 4th edition. Harlow, Essex:
Pearson Education Limited.
Ferreira, T. 2013. Mathematics for IT. Fourways: Department of Information

Technology, CTI Education Group.
Foloyan, T. (Ed). 2011. Bridging Mathematics. Pre-Degree Programme

Mathematics A. 1st Edition. Harlow: Pearson.
Bridging Mathematics Pre Degree Program Mathematics A. 2nd Edition.
Harlow: Pearson
Bridging Mathematics Pre-Degree Program Mathematics B. 2nd Edition.
Harlow: Pearson.
Gaddis, T. 2013. Starting out with Programming Logic & Design. Pearson
Education.
Haggarty, R. 2002. Discrete mathematics for computing. Pearson Education

limited.
Jide-Akinwale, E. 2012. Bridging Maths. Midrand: Pre-degree department,

Midrand Graduate Institute.
Jide-Akinwale, E. & Ferreira, T. 2013. Mathematics for IT. CTI Education

Group.
Johnsonbaugh, R. 2009. Discrete mathematics. Pearson Education.
Loots, K., Loots, L & De Lange C. 2000. Study & Master Mathematics: Grade 8.
South Africa: ABC Press.
Loots, K., Loots, L & De Lange C. 2006. Study & Master Mathematics: Grade 9.
Somerset West: Roedurico Trust.
Marsch, J. & Omonijo, S. 2012. Mathematics for computer science. CTI

Education Group and London School of Business Management.
Safier, Fred. 1998. Schaums outline of precalculus. 2nd Edition. New York:
McGraw-Hill
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Bibliography Page 154
Shop essentials training. [Online] Available:

http://www.toolingu.com/definition-800100-11620-multiplication.html.
Siyavula and volunteers. Everything maths: Grade 10 Mathematics. [Online].

Available: www.everythingmaths.co.za. Accessed: 14 November 2014
Stein, C., Drysdale, R. & Bogart, K. 2011. Discrete Mathematics for computer
scientists. Pearson Education.
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CTI is part of Pearson, the worlds leading learning company. Pearson is the corporate owner, not a registered
provider nor conferrer of qualifications in South Africa. CTI Education Group (Pty) Ltd. is registered with
the Department of Higher Education and Training as a private higher education institution under the
Higher Education Act, 101, of 1997. Registration Certificate number: 2004/HE07/004. www.cti.ac.za.
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Mathematics for

Amended and updated by Tinie Ferreira

Quality assured by Ronald Buruuru

Edited by Isobel Coetzee

July 2015 CTI EDUCATION GROUP

Business areas such as finance and economics require employees to be able to

More advanced courses in IT will introduce topic-specific mathematical

The main sources of information for Mathematics for IT are a prescribed

In this introductory unit we provide you with the following information on

A brief description of the aim of the module

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Learning outcomes and assessment criteria

1. Identify and solve problems using critical and creative thinking

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Summary of learning outcomes and assessment criteria

Learning outcomes Assessment criteria for pass

Learning and assessment may be performed across modules, at module level

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1. Understand core mathematical skills for software engineers

Algebra: basic notation and rules of algebra; multiplication and

Geometry: types and properties of triangles, Pythagoras Theorem,

Vectors: representation of a vector by a straight line, equal and parallel

2. Understand the application of algebraic concepts

Relations: domain, range, Cartesian product, universal relation,

Matrices: addition and subtraction, scalar multiplication, matrix

Application in programming: use of variables and operators, using

3. Be able to apply the fundamentals of formal methods

Sets: definitions of set and element, representation of sets using

Propositional calculus: simple and compound propositions,

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Boolean laws of propositional calculus: idempotent, associative,

4. Be able to apply statistical techniques to analyse data

Techniques: frequency distribution, mean, median, variance, deviation,

Class exercises and activities

Recommended information sources

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Siyavula and volunteers. Everything maths: grade 10 Mathematics. Version 1-

Using this Study Guide

The purpose of the module outline is to highlight:

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This Study Guide accompanies a prescribed textbook and, therefore, it should

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Where applicable, we give more simplified explanations in the Study Guide. It

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Learning objectives, which follow the learning outcomes and

The use of icons

Learning outcome alignment

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Test your knowledge

Alignment to prescribed textbook

Study Guide/prescribed textbook alignment

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Unit 1: Mathematical signs and symbols

After studying this unit, you should be able to:

Apply the symbols and rules used in mathematics

Midrand Graduate Institute. 2012. Bridging Mathematics

Examples of these symbols include the following:

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is an element ( member ) of set

Table 1 The relation between words in a mathematical problem and mathematical

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1.1 Self-assessment Tutorial 1

Test your knowledge

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